Detection of explanation obstacles in scientific texts: the effect of an understanding task vs. an experiment task

Morgado, Julia; Otero, Javier; Vaz-Rebelo, Piedade; López, Vicente Sanjosé; Caldeira, Helena

doi:10.1080/03055698.2013.866888

Cited by 5 publications

(4 citation statements)

References 31 publications

(37 reference statements)

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“…The alleged goal of the task proposed to the participants in the study was to provide suggestions about possible content to be included in a textbook. Goals have been shown to influence the difficulties found when readers process expository texts (Ishiwa et al, 2013;Morgado et al, 2014). Therefore, the particular task in this study probably had an effect on the participants' declared lack of knowledge, as they may have felt encouraged to generate unknowns that could conceivably be resolved by textbook content.…”

Section: Discussionmentioning

confidence: 94%

Elementary pre-service teachers’ conscious lack of knowledge about technical artefacts

López

Otero

2021

Int J Technol Des Educ

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This study aims at characterizing elementary pre-service teachers’ conscious lack of knowledge about familiar technical artefacts and its relation to their knowledge about these artefacts. The participants were asked to state what they knew and also what they did not know about a sample of familiartechnical artefacts such as a fan or a lock. The results showed a difference between the structure of the student teachers’ lack of knowledge of these artefacts and the structure of their actual knowledge. These differences were analyzed in relation to Kroes’ (Camb J Econ 34:51–62, 2010. https://doi.org/10.1093/cje/bep019) model of technical artefacts. Firstly, the student teachers’ conscious lack of knowledge was mainly focused on the artefacts’ behavior rather than on their components and materials. Secondly, the participants found the function features of the artefacts unproblematic. Thirdly, unknown features about the origin of the artefacts were more frequently cited than the corresponding knowledge features. Finally, non-perceptual properties of the artefacts and the causal relations in which they or their parts are involved were important components both of the students’ knowledge and of the students’ unknowns.

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Section: Discussionmentioning

confidence: 94%

Elementary pre-service teachers’ conscious lack of knowledge about technical artefacts

López

Otero

2021

Int J Technol Des Educ

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“…Students' awareness of structure, process, and general culture within the framework of scientific texts and environmental themes make their inclusion in sociocognitive practices more qualified (Engert & Krey, 2013;Eren, Bulut, & Bulut, 2015;Kazempour, 2014& Morgado, Otero, Vaz-Rebelo, Sanjosé, & Caldeira, 2014). Approaches in this context reflect different edges of the evaluations and interact with numerous different theoretical perspectives from literacy as a social practice to literacy as a cognitive skill and even to environmental literacy (Oliveira, 2015& Sjøberg, 2015.…”

Section: Resultsmentioning

confidence: 99%

Understanding Scientific Texts: From Structure to Process and General Culture

2016

INT J ENV SCI ED

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In this study, the historical development of experimental research on learning processes from scientific texts has been introduced. Then a detailed analysis of the main contributions of cognitive science has been provided and the theoretical developments that are considered to have had a major role in the comprehension and understanding of scientific texts have been dwelled on. Our premise is to determine how development in understanding the basics of the comprehension of scientific text has been achieved and indicate the best way to continue research in the fields in which there has been less development. For this reason, types of theoretical developments required in order to make progress within the framework of learning processes from scientific texts have been included in this analysis. Thus, a contribution will be made in terms of better interpretation of the scientific texts used in environmental and science education.

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“…La manifestación de un desconocimiento e incomprensión adecuados depende, al menos, de factores relacionados con la tarea, como leer para comprender una cierta información o leer con el propósito de llevar a cabo un procedimiento (MORGADO et al, 2014). Influyen también factores individuales, como el conocimiento del que procesa información, y factores contextuales como la clase de fuente que proporciona la información.…”

Section: Factores Que Influyen En La Manifestación Del Desconocimient...unclassified

Metacognición en el aprendizaje de las ciencias: saber lo que no se sabe o no se comprende

Otero

Rosa

2023

Educ. Pesqui.

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Resumen El presente trabajo trata sobre conocimiento metacognitivo en la enseñanza y el aprendizaje de las ciencias. Se examina en particular el papel del conocimiento que los alumnos tienen sobre lo que no saben acerca de contenidos del currículo de ciencias. Después de una breve introducción a la noción de metacognición, analizamos el papel del desconocimiento y la incomprensión consciente tanto en la investigación científica como en el aprendizaje de las ciencias en el contexto escolar. En particular se discute una característica del papel que juegan el desconocimiento y la incompren sión en la enseñanza de las ciencias: el monopolio que tienen los profesores sobre lo que no se sabe y se debe saber. A continuación, analizamos dos de las variables que influyen en esta consciencia del desconocimiento y la incomprensión: el conocimiento de la materia y la fuente de la información proporcionada. Se revisan estudios que muestran cómo la falta de conocimiento lleva a desconocimiento difuso, de menor calidad. Después se analizan otros trabajos que relacionan características de la fuente de información, como la credibilidad que perciben en ella los alumnos, con la expresión de incomprensión de esta información. Finalmente se sintetizan algunas conclusiones e implicaciones para la enseñanza de las ciencias.

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Detection of explanation obstacles in scientific texts: the effect of an understanding task vs. an experiment task

Cited by 5 publications

References 31 publications

Elementary pre-service teachers’ conscious lack of knowledge about technical artefacts

Elementary pre-service teachers’ conscious lack of knowledge about technical artefacts

Understanding Scientific Texts: From Structure to Process and General Culture

Metacognición en el aprendizaje de las ciencias: saber lo que no se sabe o no se comprende

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