The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts
Autor(a) principal: | |
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Data de Publicação: | 2004 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10316/4455 https://doi.org/10.1016/S0361-476X(03)00018-3 |
Resumo: | This study examines question asking about causal relations when students read scientific texts. We examine the influence of the length of causal chains and the knowledge of readers. Students from grades 8 and 12 read two short paragraphs that described natural phenomena. Length of the causal chain linking cause and effect in two key sentences was manipulated. The students were instructed to ask on anything that they did not understand. The results showed, in the first place, that students ask a majority of causal antecedent questions. Second, a longer causal chain resulted in less causal questions asked by the 12th grade students, but did not reduce the number of causal questions asked by 8th grade students. Third, there was no relation between comprehensibility ratings given to the causal relations and causal question asking. According to this, an explicit comprehensibility score that taps on the metacognitive awareness of students may not be a good indicator of the level of understanding. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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The influence of the length of causal chains on question asking and on the comprehensibility of scientific textsThis study examines question asking about causal relations when students read scientific texts. We examine the influence of the length of causal chains and the knowledge of readers. Students from grades 8 and 12 read two short paragraphs that described natural phenomena. Length of the causal chain linking cause and effect in two key sentences was manipulated. The students were instructed to ask on anything that they did not understand. The results showed, in the first place, that students ask a majority of causal antecedent questions. Second, a longer causal chain resulted in less causal questions asked by the 12th grade students, but did not reduce the number of causal questions asked by 8th grade students. Third, there was no relation between comprehensibility ratings given to the causal relations and causal question asking. According to this, an explicit comprehensibility score that taps on the metacognitive awareness of students may not be a good indicator of the level of understanding.http://www.sciencedirect.com/science/article/B6WD1-48GVS93-1/1/f48813f2bda6470d586b791b437c4dd52004info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleaplication/PDFhttp://hdl.handle.net/10316/4455http://hdl.handle.net/10316/4455https://doi.org/10.1016/S0361-476X(03)00018-3engContemporary Educational Psychology. 29:1 (2004) 50-62Otero, JoséCaldeira, HelenaGomes, Carlos Joãoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2020-11-06T16:59:49Zoai:estudogeral.uc.pt:10316/4455Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:59:37.031263Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts |
title |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts |
spellingShingle |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts Otero, José |
title_short |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts |
title_full |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts |
title_fullStr |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts |
title_full_unstemmed |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts |
title_sort |
The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts |
author |
Otero, José |
author_facet |
Otero, José Caldeira, Helena Gomes, Carlos João |
author_role |
author |
author2 |
Caldeira, Helena Gomes, Carlos João |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Otero, José Caldeira, Helena Gomes, Carlos João |
description |
This study examines question asking about causal relations when students read scientific texts. We examine the influence of the length of causal chains and the knowledge of readers. Students from grades 8 and 12 read two short paragraphs that described natural phenomena. Length of the causal chain linking cause and effect in two key sentences was manipulated. The students were instructed to ask on anything that they did not understand. The results showed, in the first place, that students ask a majority of causal antecedent questions. Second, a longer causal chain resulted in less causal questions asked by the 12th grade students, but did not reduce the number of causal questions asked by 8th grade students. Third, there was no relation between comprehensibility ratings given to the causal relations and causal question asking. According to this, an explicit comprehensibility score that taps on the metacognitive awareness of students may not be a good indicator of the level of understanding. |
publishDate |
2004 |
dc.date.none.fl_str_mv |
2004 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10316/4455 http://hdl.handle.net/10316/4455 https://doi.org/10.1016/S0361-476X(03)00018-3 |
url |
http://hdl.handle.net/10316/4455 https://doi.org/10.1016/S0361-476X(03)00018-3 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Contemporary Educational Psychology. 29:1 (2004) 50-62 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
aplication/PDF |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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