Reading an Analogy Can Cause the Illusion of Comprehension

Autor/inn/en	Jaeger, Allison J.; Wiley, Jennifer
Titel	Reading an Analogy Can Cause the Illusion of Comprehension
Quelle	In: Discourse Processes: A multidisciplinary journal, 52 (2015) 5-6, S.376-405 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2015.1026679
Schlagwörter	Educational Legislation; Privacy; Student Records; Parent Rights; Federal Legislation; Climate; Grade 6; Science Instruction; Logical Thinking; Comprehension; Confidence Testing; Graphs; Metacognition; Accuracy; Urban Schools; Multimedia Instruction; Statistical Analysis; Multivariate Analysis + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Privatsphäre; Schülerakte; Elternrecht; Bundesrecht; Klima; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Verstehen; Verständnis; Grafische Darstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Multimediales Lernen; Statistische Analyse; Multivariate Analyse
Abstract	This study explored students' ability to evaluate their learning from a multimedia inquiry unit about the causes of global climate change. Participants were 90 sixth grade students from four science classrooms. Students were provided with a text describing the causes of climate change as well as graphs showing average global temperature changes. Half of the students also received an analogy to help support their understanding of the topic. Results indicated that overall students were over-confident about how much they learned and how well they understood the topic. Further, the presence of an analogy led to higher levels of overconfidence. Results also indicated that students with better graph interpretation skills were less overconfident even when the analogy was present. These results suggest that the presence of graphs and analogies can negatively affect students' abilities to accurately judge their own level of understanding and may lead to an illusion of comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01