Computer-Supported Aids to Making Sense of Scientific Articles: Cognitive, Motivational, and Attitudinal Effects

Autor/inn/en	Gegner, Julie A.; Mackay, Donald H. J.; Mayer, Richard E.
Titel	Computer-Supported Aids to Making Sense of Scientific Articles: Cognitive, Motivational, and Attitudinal Effects
Quelle	In: Educational Technology Research and Development, 57 (2009) 1, S.79-97 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-008-9088-3
Schlagwörter	Control Groups; Scientific Research; Drug Abuse; Alcohol Abuse; Periodicals; Scientists; High School Students; Science Instruction; Experiments; Science Tests; Learning Strategies; Student Attitudes; Comprehension; Instructional Effectiveness; Audiovisual Aids; Instructional Design; Electronic Learning; Technology Integration; Computer Software; Educational Technology; Journal Articles + Suchen Sie Ihr Suchwort? Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Scientist; Wissenschaftler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erprobung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Verstehen; Verständnis; Unterrichtserfolg; Audiovisuelles Medium; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Journal article; Zeitschriftenaufsatz
Abstract	High school students can access original scientific research articles on the Internet, but may have trouble understanding them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students' comprehension of scientific articles. High school students were asked to read an original scientific research article about the effects of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without aids. The aids provided background text and animations including answers given by the article authors. Across two experiments involving different schools and different research articles, the comprehension aids group performed better than the control group on a comprehension test concerning the article (d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read (d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the control group concerning understanding what scientists do (d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile (d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article (d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol and drug abuse. Overall, computer-based comprehension aids can help guide students' comprehension processes for an original scientific research article, which in turn can improve their appreciation of what scientists do. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10