Promoting Preservice Teachers' Knowledge Integration From Multiple Text Sources Across Domains With Instructional Prompts (Poster 10)

• In Event: AERA Poster Session Twelve
  In Poster Session: Teacher and Teacher Preparation Poster Session One

Abstract

This experiment examines the effects of instructional prompts and relevance prompts embedded in pre-service teachers’ learning processes on the quality of their knowledge integration in multiple document comprehension across domains. N=119 pre-service teachers read four texts on “competencies” from different domains and wrote a text on a given scenario. Experimental group 1 was aided with instructional and relevance prompts, while experimental group 2 received only relevance prompts. The control group received no prompting. Perceived relevance of knowledge integration was assessed in a pre-post-test. Participants’ texts were analyzed concerning knowledge integration by raters and with computer-linguistic measures. Combined prompting enhanced pre-service teachers perceived relevance of knowledge integration. This study found effects of prompting types on the students’ semantic knowledge structures.

Authors

• Inka Hähnlein, Martin Luther University Halle Wittenberg
  Presenting Author

• Anika Wäscher, Martin Luther University Halle Wittenberg
  Non-Presenting Author

• Matthias Zaft, Martin Luther University Halle Wittenberg
  Non-Presenting Author

• Pablo Nicolai Pirnay-Dummer, Martin-Luther-University Halle-Wittenberg
  Non-Presenting Author