A Capacity Model of Children's Comprehension of Educational Content on Television

Fisch, Shalom M.

doi:10.1207/s1532785xmep0201_4

Cited by 213 publications

(208 citation statements)

References 33 publications

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“…Similarly, the capacity model describes how both the narrative and educational components are processed when narratives are used in service of science education. Specifically, educational content that is more integral to the plotline of the narrative requires less cognitive resources for comprehension and leads to enhanced learning (27), a prediction that has found empirical support elsewhere in narrative research (12,13).…”

Section: Narrativesmentioning

confidence: 93%

“…Some studies empirically examine the effects of narratives on perceptions of specific health issues, such as anticoagulant medication (28), breast cancer (29), or vaccinations (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32), whereas others take a broader view to justify the theoretical inclusion of narrative within health (33) or to provide a guide to its use (8). A meta-analysis of many of these health-related narrative studies found mixed results with regard to a net narrative effect (34), although a lack of a consistent conceptualization of narrative (35) likely complicates any generalization.…”

Section: Narrativesmentioning

confidence: 99%

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Using narratives and storytelling to communicate science with nonexpert audiences

Dahlstrom

2014

Proc. Natl. Acad. Sci. U.S.A.

762

513

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Although storytelling often has negative connotations within science, narrative formats of communication should not be disregarded when communicating science to nonexpert audiences. Narratives offer increased comprehension, interest, and engagement. Nonexperts get most of their science information from mass media content, which is itself already biased toward narrative formats. Narratives are also intrinsically persuasive, which offers science communicators tactics for persuading otherwise resistant audiences, although such use also raises ethical considerations. Future intersections of narrative research with ongoing discussions in science communication are introduced.persuasion | ethics S torytelling often has a bad reputation within science (1).Viewed as baseless or even manipulative, stories are often denigrated with statements such as, "the plural of anecdote is not data." Such a perspective is valuable within the context of scientific data collection to underscore the important difference between making informed generalizations from systematically sampled populations versus overgeneralizations from small and often biased samples.However, when the context moves from data collection to the communication of science to nonexpert audiences, stories, anecdotes, and narratives become not only more appropriate but potentially more important. Research suggests that narratives are easier to comprehend and audiences find them more engaging than traditional logical-scientific communication (3, 4). More pragmatically, the sources from which nonexperts receive most of their science information are already biased toward narrative formats of communication. Once out of formal schooling, nonexpert audiences get the majority of their scientific information from mass media content (5). Because media practitioners have to compete for the attention of their audiences, they routinely rely on stories, anecdotes, and other narrative formats to cut although the information clutter and resonate with their audiences. Although the plural of anecdote may not be data, the anecdote has a greater chance of reaching and engaging with a nonexpert audience. The challenge for science communicators, then, is to decide when and how narratives can effectively and appropriately help them communicate to nonexperts about science.The purpose of this article is to synthesize literature on narrative communication and place it within a science communication context. The article begins with a review of narrative literature, as well as the mass media context through which most nonexpert audiences get their information about science. The article then reviews the potential persuasive impacts of narrative communication and the ethical considerations of using narrative to communicate science. Finally, future intersections of narrative with ongoing questions in science communication are introduced. NarrativesMost individuals have an inherent understanding of what it means to tell a story. Communication scholars supplement this colloquial understanding of narr...

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Section: Narrativesmentioning

confidence: 93%

Section: Narrativesmentioning

confidence: 99%

Using narratives and storytelling to communicate science with nonexpert audiences

Dahlstrom

2014

Proc. Natl. Acad. Sci. U.S.A.

762

513

View full text Add to dashboard Cite

show abstract

“…Fisch et al's study (Fisch et al, 2001) relies on one of the few theoretical models about learning with educational television (Fisch, 2000), although this model is primarily concerned with comprehension. It is postulated that the comprehension of an educational film depends not only on the comprehensibility of the educational content, but also on the narrative content in which the educational messages are embedded (Fisch et al, 2001).…”

Section: Review Of the Related Literaturementioning

confidence: 99%

The Contribution of Movie Clips to Idiom Learning Improvement of Iranian EFL Learners

Tabatabaei¹,

Gahroei²

2011

TPLS

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Abstract-Learning idioms in a foreign language in which there are numerous problems in exposing the learners to authentic situations has faced many pedagogical difficulties. Many researchers (Gibbs, 1992: Honeck, 1997: Simpson & Mendi, 2003) have tried to know more about the process of idiom learning and the effect of mother tongue on understanding idioms, because idioms are among the difficult areas of learning a foreign or second language. This study was an attempt to examine the impact of applying movie clips including idioms on the quality of idiom learning. To this end, 100 gifted high school students, aged between 16 and 18 were selected. Then, an Oxford Placement Test (OPT) was administered to select 60 intermediate students.Due to the matched-pair technique, they were divided into two equal experimental and control groups. In order to find out whether the students have any prior knowledge about the new idioms, a pre-test including an idiom multiple choice test was used. The control group was taught 30 idioms conventionally using synonyms and antonyms. The experimental group received the treatment and the idioms were taught using movie clips. After 10 weeks an idiom multiple choice test based on the materials taught was administered to both groups. Then, 60 students and 10 high school English teachers completed an attitudinal questionnaire reflecting their attitudes towards learning idioms through the suggested way. The statistical analyses of the collected data showed that there was a significant difference between the obtained means of the two groups, meaning that, the experimental group outperformed the control one. Therefore, teachers, students, test makers, test designers, and materials developers should consider the effectiveness of using movie clips and films in L2 idiom learning/teaching.

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“…In this domain, narrative video is useful and effective because it presents the learner with a full communicative and cultural context of language alongside its lexical and grammatical aspects. However, research findings concerning the effectiveness of narrative instructional video are ambiguous (Fisch, 2000(Fisch, , 2002.…”

Section: Pedagogical Advantagesmentioning

confidence: 99%

“…On the one hand, since viewing comprehension depends upon the degree of integration between narrative and educational contents if there is weak integration between the two, then mental resources are devoted primarily to the narrative. On the other hand if integration is high, then the two components are complementary, rather than competitive (Fisch, 2000).…”

Section: Cognitive Aspectsmentioning

confidence: 99%

Viewing comprehension: Students? learning preferences and strategies when studying from video

2005

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Abstract. This research examined how students at the Open University of Israel studied from video recordings of lectures. At the semester's end, seven history students were interviewed in order to trace their experiences, learning strategies and preferences. It was found that (1) reading comprehension strategies are inappropriate for viewing comprehension, (2) presumed theoretical advantages associated with instructional video may in fact be disadvantages, (3) the medium does indeed influence the message, (4) mismatching medium and message may have deleterious results on students' cognitive and affective outcomes and (5) surface-level orientations to study may be hindered by video.

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A Capacity Model of Children's Comprehension of Educational Content on Television

Cited by 213 publications

References 33 publications

Using narratives and storytelling to communicate science with nonexpert audiences

Using narratives and storytelling to communicate science with nonexpert audiences

The Contribution of Movie Clips to Idiom Learning Improvement of Iranian EFL Learners

Viewing comprehension: Students? learning preferences and strategies when studying from video

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