首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
ABSTRACT

Reading comprehension is a crucial skill that elementary school students must develop in order to learn science. However, there is not yet enough research about the role that multimodal texts play in scaffolding student reading comprehension of complex scientific processes, such as energy transfer. This study explored how verbal and visual resources (scaffolding level) and individual differences (reading skills) contribute to science reading comprehension. One-hundred and sixty Chilean fifth-graders were assessed on reading skills, vocabulary, and prior science knowledge. A counterbalanced design was used to test two groups: Group 1 reads a text with low multimodal scaffolding and Group 2 reads a text with high multimodal scaffolding. Level of text scaffolding was determined by (1) image function, (2) visual-verbal relations, (3) presence of an explicit explanatory structure, and (4) lexico-grammatical resources. General monomodal and multimodal science reading comprehension were assessed with multiple-choice tests. An ANCOVA analysis revealed non-significant differences between groups after controlling for prior knowledge, fluency, and vocabulary. Likewise, a two-factor ANCOVA analysis showed that the high-multimodal scaffolding text significantly boosted science reading comprehension for low-skilled comprehenders. The paper discusses the implications of these findings for pedagogy and research, aiming to foster multimodal literacy for learning in content areas.  相似文献   

2.
The purpose of this study was to investigate elementary school pre-service teachers’ understanding of photosynthesis and to examine if a refutational text can support understanding of photosynthesis better than a non-refutational text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational text concerning photosynthesis and then answered open-ended questions. Our results indicate that there are critical problems associated with student teachers learning about the process of photosynthesis, even after it has been systematically taught in teacher education. However, the results positively indicate that refutational science texts seem to foster effective conceptual change among student teachers. The results interestingly showed that students who read a refutational text improved their systemic and factual understanding of photosynthesis more than did those who read a non-refutational text. Especially students who had naïve prior understanding regarding photosynthesis benefitted more from a refutational text. Thus, a refutational text may act as an effective facilitator of conceptual change. These results have implications for teacher education, where conceptual mastery of the most important science phenomena, such as photosynthesis, should be achieved. A refutational text is an easy and effective way to support conceptual change in higher education. Thus, this study highlights the importance of domain-specific science education in teacher programmes.  相似文献   

3.

The purpose of the current study was to: (a) examine the frequency of prior knowledge (PK) activation in elementary classrooms while students were engaged with text, (b) investigate the relevance of students’ responses to teacher prompts, (c) explore the nature of teachers’ and students’ prior knowledge activation utterances, and (d) investigate whether there were discernible routines in the interactions between teachers and students when activating PK. Participants were 6 teachers and 99 students from a private elementary school in the mid-Atlantic. An analysis of classroom discourse suggested that teachers infrequently prompted students to activate their prior knowledge during reading. Yet, when teachers did prompt PK, they asked about a prior lesson most often, or about a specific text, students’ world knowledge, or their personal experiences. Students then responded to their teachers according to the prompted referential frame. Additionally, four routines of classroom discourse were identified in the data including nonresponsive, question–answer, simple feedback, and interaction routines, with less elaborate routines being most common and primarily occurring at the beginning of lessons.

  相似文献   

4.
ABSTRACT

Today, reading aloud is considered ‘a significant component of instruction across grade levels’; particularly as a tool for teaching reading in elementary classrooms. It is basically an essential literacy practice for all student teachers to understand how to implement. In this study, authors understand the importance of modelling effective read-aloud practices and they demonstrate how they support engagement in reading and writing instruction with undergraduate students. Student teachers responded to the read alouds using reflective essays, and tables. Themes emerged that indicated that the use of read alouds in the undergraduate classrooms enhanced their understanding of identity, pedagogy, and empathy.  相似文献   

5.
This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors (n?=?71) and elementary education majors (n?=?262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers’ conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.  相似文献   

6.
This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K-8 teachers from 299 schools in the United States, Puerto Rico and the Virgin Islands were analyzed along three dimensions: teacher attitudes toward teaching of reading in science; teacher beliefs and understanding about models of reading, factors influencing science reading and reading skills; and teacher use of various teaching strategies. Results suggest that teachers do not see reading science as different from any other narrative material. And though most agreed to the importance of having students do activities to support and enhance the use of text material, responses suggest that covering topics is still a concern for most elementary teachers.  相似文献   

7.
Many children struggle with reading and are seldom engaged in this process when teachers assign them to read. Young learners may lack motivation to read an dislike this activity because they have had frequently have unpleasant experiences with reading. If educators fail to provide support for struggling readers, these pupils will likely experience academic problems in later years. One strategy that instructors can implement to provide help for students who perform poorly in reading is to teach reading with multimodal e-books. Multimodal e-books are interactive electronic resources that combine text with sound, animation, and images and often include text that is read aloud and highlighted. The purpose of this article is to discuss how teachers can use multimodal e-books to help children make academic gains in reading and to provide guidelines for selecting good interactive e-books. Also included in this article is an annotated bibliography of CD-ROMs and e-book apps for children.  相似文献   

8.
When reading in the classroom, teachers may use different methods. We examined the impact of different reading conditions on comprehension. Reading aloud involved reading the text aloud for an audience. Silent reading required the students to read the text silently. Follower reading involved listening to another student read the text aloud while having the text available for individual reading. Thirty-six fifth- and sixth-grade students read texts under the three conditions and then took comprehension tests. The students performed equally well under reading aloud and silent reading. Follower reading resulted in worse comprehension. The data suggest that the follower readers focused on their individual reading, making an effort not to listen to the student reading out loud, which consumed cognitive resources. Since reading aloud in the classroom involves not only one loud reader but also a lot of follower readers, silent reading might be the smartest choice.  相似文献   

9.
The purpose of this study was to determine if there are gender differences among elementary school‐aged students in regard to the inferences they generate during reading. Fourth‐grade students (130 females; 126 males) completed think‐aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a greater proportion of reinstatement inferences than did males (Cohen's d = .34, p = .01; Cohen's d = .26, p = .04, respectively). In contrast, there was no evidence for gender differences in other types of think‐aloud responses. These findings suggest that males and females differ in their use of cognitive processes that underlie reading comprehension, particularly with respect to the likelihood of retrieval of information from episodic memory.  相似文献   

10.
Research indicates that differentiated practices enhance the likelihood of meeting the needs of students who find literacy learning challenging (Tobin & McInnes, 2008; Tomlinson, 2003). The aim of the professional development project described here was to leverage these findings and to build the foundation for future research exploring if similar outcomes occurred in science. We wanted to examine teachers’ perceptions regarding planning and implementing Differentiated Instruction (DI) in science. Our workshops emphasized multimodal possibilities, so the project draws on research indicating that elementary students are able to demonstrate their understanding of science concepts in a variety of ways (Tippett, 2003) as well as research on DI in the context of language and literacy instruction. The study yielded insights about in-service teachers’ perceptions of the possibilities and potential barriers presented by DI in science.  相似文献   

11.
Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students’ literacy in science. This survey study examined the extent to which science teachers report implementing science literacy practices from the Common Core Literacy in Science and Technical Subjects and the Next Generation Science Standards with their students. A survey detailing these practices was emailed to all secondary science teachers (N = 2519) in one northeastern state and 14% of them (n = 343) responded. Practices that aligned more closely with disciplinary literacy skills and strategies were implemented more often when compared to the practices aligned with intermediate literacy skills and strategies. Since the development and intermediate skills are important to support students’ literacy progression from foundational to disciplinary, secondary science teachers may not be providing enough support for their students to be competently literate in science, in a fundamental literacy sense. This, in turn, impacts students’ ability to use fundamental literacy skills toward knowledge-building in science, achieving a derived sense of science literacy.  相似文献   

12.
Abstract

This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.  相似文献   

13.
For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues.  相似文献   

14.
This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their classrooms. In this curriculum, science inquiry implies that students search for evidence in order to make and revise explanations based on the evidence found and through critical and logical thinking. Furthermore, the curriculum material is designed to address science key concepts multiple times through multiple modalities (do it, say it, read it, write it). Two types of teachable moments were identified: planned and spontaneous. Results suggest that the consolidation phases of inquiry, when students reinforce new knowledge and connect their empirical findings to theory, can be considered as planned teachable moments. These are phases of inquiry during which the teacher should expect, and be prepared for, student utterances that create opportunities to further student learning. Spontaneous teachable moments are instances when the teacher must choose to either follow the pace of the curriculum or adapt to the students’ need. One implication of the study is that more teacher support is required in terms of how to plan for and effectively utilize the consolidation phases of inquiry.  相似文献   

15.
We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty‐nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non‐evaluativist epistemic beliefs in science. Participants were randomly assigned to receive a traditional or refutational text that discussed a misconception in evolution and a general comprehension or elaborative interrogation reading goal. Participants' cognitive and metacognitive processes while reading were measured using a think‐aloud protocol. Postreading, participants' correct and incorrect conceptual knowledge were separately assessed with a transference essay. Results showed that text structure and reading goals affected cognitive conflict, coherence‐building and elaborative processing while reading and promoted correct conceptual knowledge included in essays but failed to affect the inclusion of misconceptions. Further, participants with evaluativist epistemic beliefs engaged in fewer comprehension monitoring processes and were more likely to adapt their coherence‐building processes according to reading goals than their non‐evaluativist counterparts, but epistemic belief groups did not differ in the content of the posttest essay. Theoretical and educational implications of these findings are discussed.  相似文献   

16.
ABSTRACT

Research suggests that it is challenging for elementary students to develop conceptual understanding of trait variation, inheritance of traits, and life cycles. In this study, we report on an effort to promote elementary students’ learning of hereditary-related concepts through scientific modelling, which affords opportunities for elementary students to generate visual representations of structure and function associated with heredity. This study is part of a four-year design-based research project aimed at supporting students’ learning about life science concepts using corn as a model organism. Study data were collected during the implementation of a project-developed, multi-week, model-based curriculum module in eight third-grade classrooms located in the Midwestern United States. Through mixed methods research, we analysed video recorded observations of curriculum implementation, student artefacts, and student interviews. Results illustrate epistemic dimensions of model-based explanations (MBEs) for heredity that students prioritised, as well as significant variation in students’ MBEs in 2 of the 8 classrooms. While findings show neither students’ content knowledge nor model-based instruction associated with their MBEs, qualitative differences in teachers’ curriculum enactment, and more general approaches to science instruction, may help explain observed differences. Implications are discussed for curriculum and instruction in support of students’ MBE for heredity-related concepts.  相似文献   

17.
Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers.  相似文献   

18.
陈慧 《创新人才教育》2020,(1):66-68,78
在小学语文阅读教学中,引导学生查阅与课文内容相关的资料可以丰富教材的课程资源,提高学生的阅读能力和识字量,培养学生主动学习、探究新知的好习惯。对于小学高年级学生来说,教师在培养他们的资料查阅能力时可以从三方面入手:一是课前为学生指明方向,由"扶"到"放";二是课中鼓励学生发散思维,彰显个性;三是课后要丰富形式,促进学生学习的融会贯通。同时,教师要努力培养学生质疑探究的能力,鼓励学生记忆感兴趣的内容;要拓宽学生处理信息的深度与广度,为学生搭建展示信息的平台。  相似文献   

19.
A grade level of reading material is commonly estimated using one or more readability formulas, which purport to measure text difficulty based on specified text characteristics. However, there is limited direction for teachers and publishers regarding which readability formulas (if any) are appropriate indicators of actual text difficulty. Because oral reading fluency (ORF) is considered one primary indicator of an elementary aged student's overall reading ability, the purpose of this study was to assess the link between leveled reading passages and students’ actual ORF rates. ORF rates of 360 elementary‐aged students were used to determine whether reading passages at varying grade levels are, as would be predicted by readability levels, more or less difficult for students to read. Results showed that a small number of readability formulas were fairly good indicators of text, but this was only true at particular grade levels. Additionally, most of the readability formulas were more accurate for higher ability readers. One implication of the findings suggests that teachers should be cautious when making instructional decisions based on purported “grade‐leveled” text, and educational researchers and practitioners should strive to assess difficulty of text materials beyond simply using a readability formula.  相似文献   

20.
The study examined the relationships between teachers’ metacognitive knowledge of reading strategies and their students’ metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N?=?34) and their students (N?=?534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was used to test the hypotheses of relationships between students’ metacognitive knowledge and reading comprehension, while controlling for students’ previous reading comprehension (in eighth grade) as well as the relations between teachers’ metacognitive knowledge of reading strategies and students’ metacognitive knowledge and comprehension. The results showed that students’ metacognitive knowledge of reading strategies related to their reading comprehension, concurring with previous findings. The main finding was that teachers’ metacognitive knowledge of reading strategies significantly related to their students’ metacognitive knowledge, but not to reading comprehension. These results indicate that students’ reading comprehension may be supported by improving their metacognitive knowledge of reading strategies. In addition, the findings highlight the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号