Summarizing as a Strategy for Science Text Comprehension: Text-Based versus Content-Based Processing

Autor/inn/en	Leopold, Claudia; Brückner, Annette; Dutke, Stephan
Titel	Summarizing as a Strategy for Science Text Comprehension: Text-Based versus Content-Based Processing
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 56 (2019) 8, S.728-747 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2018.1563849
Schlagwörter	Grade 10; High School Students; Writing Skills; Prediction; Text Structure; Illustrations; Course Content; Science Instruction; Reading Comprehension; Textbooks; Water; Molecular Structure; Prior Learning; Criterion Referenced Tests; Science Tests; Transfer of Training; Writing Evaluation; Student Attitudes; Comparative Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Writing skill; Schreibfertigkeit; Vorhersage; Textstruktur; Bildliche Darstellung; Kursprogramm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseverstehen; Textbook; Text book; Schulbuch; Lehrbuch; Wasser; Vorkenntnisse; Training; Transfer; Ausbildung; Schülerverhalten
Abstract	In this experiment, we contrasted two instructions in which the focus of summary writing was varied. We predicted that students would better understand a scientific text when they learn to focus their summaries on the referential content rather than on the hierarchical structure of the text. In a 2 × 2 factorial experiment, 85 Grade-10 students were instructed (a) to focus the text's referential content or the text's hierarchical structure, and (b) received drawings depicting parts of the text's content or received the text without drawings. After reading the text, the participants summarized the text and were tested for their learning performance. Instructing participants to focus on the referential content affected the structure of their summaries and led to a better understanding than focusing on the hierarchical structure of the text. Summary quality indicators mediated the effect of the summary training on comprehension performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01