Middle school science teachers report using textbooks regularly although these textbooks have been criticized for not following standards‐based principles for concept learning, and student reading achievement has been stagnant for 20 years. Effective strategic reading instruction has been documented for middle school students but few teachers use these strategies. To address these issues, a quasi‐experimental research study compared middle school students (n = 23) who learned a strategic reading strategy (PLAN) for science textbooks to students (n = 27) who read silently following an audiotaped reading of the text. The strategic reading group significantly outperformed the silent reading group on a comprehension test of scientific concepts (p <. 001) and strategy use (p < .01). The teacher reported that her students gained self‐confidence in reading and found reading to be more enjoyable. This research uses a more rigorous design than prior studies of the PLAN strategy but supports previous findings and adds to an understanding of how to implement PLAN.
The relationship between various types of brain functions and learning has interested educators for the past 15-20 years. Memory appears to be a phenomenon widely spread among cortical regions. Both short-term and long-term memory storage are discussed. Attention is being paid to left and right hemispheric functions as well as to MacLean's concept of the triune brain. Educators have sought, in recent years, to apply brain research findings in schooling. Suggestions are offered both to students and teachers, based upon the research and theories discussed here.Opvoedkundiges hou hulle die afgelope 15-20 jaar reeds besig met die verhouding tussen leer en die verskillende soorte breinfunksies. Geheue skyn 'n fenomeen te wees wat wyd versprei is in die kortikale areas. Kort-sowel as langtermyngeheue en die retensie daarvan word bespreek. Opvattings oor die linker en die regter hemisfere kry aandag, sowel as MacLean se konsep van die brein as drie-ledig. Opvoedkundiges poog vera! in die laaste jare om die resultate van breinnavorsing toe te pas op die onderrigsituasie. Voorstelle wat gebaseer is op sodanige navorsing word hier gedoen aan studente sowel as onderwysers.Perception, pattern recognition and the hypothesis of formative causation
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