Comparing the Reading Behaviours of Students with High- and Low-Level Comprehension of Scientific Terms by Eye Movement Analysis

Autor/in	Yun, Eunjeong
Titel	Comparing the Reading Behaviours of Students with High- and Low-Level Comprehension of Scientific Terms by Eye Movement Analysis
Quelle	In: Research in Science Education, 51 (2021) 4, S.939-956 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yun, Eunjeong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-020-09935-9
Schlagwörter	Reading Processes; Reading Skills; Vocabulary; Science Materials; Scientific Literacy; Comprehension; Attention; Repetition; Knowledge Level; Eye Movements; Middle School Students; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Leseprozess; Reading skill; Lesefertigkeit; Wortschatz; Verstehen; Verständnis; Aufmerksamkeit; Wiederholung; Wissensbasis; Augenbewegung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Korea; Republik
Abstract	Poor comprehension of specialised terminology presents a significant obstacle that impedes students' ability to learn science. The present study examined the influences of scientific terminology comprehension on students' cognitive processes during science-text reading. We used eye-tracking tests to examine science-text reading behaviours among 663 South Korean middle school students in the seventh through ninth grades and compared quantitative differences in eye movement between students with high and low scientific terminology comprehension levels. The results of eye-tracking tests, comprehension assessments, and a questionnaire measuring participants' familiarity with scientific terminology showed that students with low-level comprehension were less skilful at reading science texts, paid more attention to everyday words and less attention to scientific terms, and did not engage in repeated reading. Conversely, high-comprehension students engaged in longer and more repeated reading of unfamiliar terms. This study presents empirical evidence that the comprehension of scientific terminology is a primary factor influencing difficulties in science reading and learning. The findings suggest the need for teachers to assess students' comprehension of scientific terminology and devote more time to explicit teaching of such specialised vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01