The Effects of Readers' Misconceptions on Comprehension of Scientific Text

Autor/inn/en	Kendeou, Panayiota; van den Broek, Paul
Titel	The Effects of Readers' Misconceptions on Comprehension of Scientific Text
Quelle	In: Journal of Educational Psychology, 97 (2005) 2, S.235-245 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Misconceptions; Science Instruction; Scientific and Technical Information; Recall (Psychology); Memory; Reading Comprehension; College Students + Suchen Sie Ihr Suchwort? Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abberufung; Gedächtnis; Leseverstehen; Collegestudent
Abstract	The aim of the present study was to investigate the effects of readers' misconceptions on text comprehension. College students with misconceptions in science were asked to read and recall a text that contradicted their misconceptions. Students with no misconceptions served as the control group. Both online (think-aloud, reading times) and offline (recall) measures were obtained. The results suggest that readers' misconceptions often do not affect the online processes themselves but do influence the content of those processes and, consequently, the offline memory representation for the text after reading is completed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10