16
Rubio, A. (2018). Techniques for Learning Scientific Knowledge from Texts,
Investigaciones Sobre Lectura, 10, 1-29.
Number 10
2018 December
Techniques for Learning Scientific Knowledge from
Texts
Alba Rubio Peñarrubia
ERI-Lectura
Universidad de Valencia
Pag. 1 to 29
Abstract:
Keywords
scientific knowledge, text
comprehension, cognitive
process, learning technique,
educational technology
This
study
the
efficacy
of
guiding
reading
scientific
knowledge
through
the
technique
questions
techniques
that
the
reader
is
responsible
for
understanding
the
text, including self-explanations (SE).
Ninety-one students in the
of
were
initially
assessed
on
prior
knowledge
and
then
randomly
assigned
(SE,
was
carried
out
in
an
electronic
environment
text.
later,
carried out a learning test with open-
ended
text-based
questions
and
situation-model
the text. The results showed that the
relation to reading time (M = 914.63;
SD = 245.25), t(61.077) =
6.96 , p < .001, and responding time,
(M = 914.75; SD = 361.39), t(69.928)
= -3.44, p = .001. Learning techniques
interact with the development
processing strategies, F(1,75) =
28.841, p
.001; ηp
2
= .278. The SE focusedthe
student’s
attention
text
and
superficial
cognitive
skills,
such
as
paraphrases
t(75) = -5.092, p < .001; however,
significantly
encouraged
the
use
of
elaborations
t(62.447) = 4.31, p < .001.
findings have important theoretical and
applied
education, since they clarify theoretical
questions
referring
to
principles
of
teaching-learning
of
complex
declarative
knowledge)
suggest effective instructional practices.
Guiding learning through AOQ favours
efficiency
and
more
complex
comprehension processes.
SE
Received: 04-07-2018
Accepted: 30-11-2018