Science Text Comprehension: Note-Taking Versus Self-Explanation

• In Event: AERA Poster Session 8
  In Poster Session: Section 1a, Poster Session 2. Literacy: Reading and Writing Across Contexts (San Diego)

Abstract

This study compared the relative impact of notetaking and self-explanation on undergraduate students’ (n=73) comprehension of a complex scientific text, as measured by shallow textbase questions and deeper inferential questions. We expected that students in the self-explanation would engage in more active processing and would therefore perform better on the inferential questions than students in the notetaking condition. The results showed that both groups had similar comprehension overall. However, students with less prior knowledge did worse on the inferential questions than on the textbase questions, whereas more knowledgeable students performed well on both types of questions.

Authors

• Emily Goblirsch, Arizona State University - Tempe

• Cecile Perret, Arizona State University

• Reese Butterfuss, Arizona State University

• Danielle S. McNamara, Arizona State University