Students' Mind Wandering in Macroscopic and Submicroscopic Textual Narrations and Its Relationship with Their Reading Comprehension

Autor/inn/en	Al-Balushi, Sulaiman M.; Al-Harthy, Ibrahim S.
Titel	Students' Mind Wandering in Macroscopic and Submicroscopic Textual Narrations and Its Relationship with Their Reading Comprehension
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 3, S.680-688 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c5rp00052a
Schlagwörter	Attention; Reading Materials; Chemistry; Science Instruction; Reading Comprehension; Females; Grade 9; Foreign Countries; Content Area Reading; Correlation; Cognitive Processes; Comparative Analysis; Control Groups; Likert Scales; Reading Tests; Statistical Analysis; Oman + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseverstehen; Weibliches Geschlecht; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Sinnerfassendes Lesen; Korrelation; Cognitive process; Kognitiver Prozess; Likert-Skala; Lesetest; Statistische Analyse
Abstract	The aim of the current study was to investigate students' mind wandering while reading different types of textual narrations (macroscopic and submicroscopic) in chemistry. Another goal was to determine the relationship between mind wandering and students' reading comprehension. The participants were 65 female ninth grade students in Oman. Using a computer screen, participants were required to read about sodium chloride. A probe-catch procedure was used to measure students' mind wandering. Half of the slides presented textual narrations at the macroscopic level and the other half presented narrations at the submicroscopic level. We gave the students a paper and pencil reading comprehension test at the conclusion of the reading task. The findings indicated that participants' mind wandering while reading submicroscopic textual narrations was significantly higher when compared to reading macroscopic textual narrations. Also, there was a significant negative relationship between mind wandering and reading comprehension for both macroscopic and submicroscopic textual narrations. Implications and future research are discussed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01