Abstract
This quasi-experimental study examined training in two types of reading strategies: self-generated questions either connecting to prior knowledge (Extra-Text) or connecting between the text’s parts (Within-Text). Immediate and long-term effects were assessed on ninth graders’ science text comprehension, versus an untrained control group. The three student groups (N = 193) received the same study unit of scientific texts and accompanying tasks, either with/without training in self-generated questioning. PISA-based science literacy assessments (phenomenon identification, scientific explanation, and evidence utilization) were collected at baseline, immediately after intervention, and at 4-month follow-up. Results from both short- and long-term assessments indicated that those learners trained to generate questions about within-text connections reached significantly higher science text comprehension achievements than the other two groups – students trained to generate questions connecting to their prior knowledge and control students who received no support for generating questions. Findings may contribute to the design of support methods and teaching strategies for promoting literacy in general and scientific literacy in particular.
Highlights
The importance of enhancing science literacy among students of all ages has been emphasized by recent reforms in science education (National Research Council of National Academies, 2011; Organisation for Economic Co-operation and Development [OECD], 2014, 2016, 2017; National Academies of Sciences, Engineering and Medicine, 2016)
Scientific phenomenon identification, a significant difference was found at the pretest (Time 1), F (2,190) = 6.50, p = 0.002, η2 = 0.06, with the Extra-Text group scoring significantly lower than the control group and the Within-Text group
As expected, students’ reading of scientific texts while receiving support for generating either Extra-Text or Within-Text linking self-questions was more effective in developing scientific literacy growth than was reading of scientific texts without such self-questioning support
Summary
The importance of enhancing science literacy among students of all ages has been emphasized by recent reforms in science education (National Research Council of National Academies, 2011; Organisation for Economic Co-operation and Development [OECD], 2014, 2016, 2017; National Academies of Sciences, Engineering and Medicine, 2016). When asked to evaluate and interpret experimental evidence described in texts, students tend to reject, misinterpret, or ignore data that do not match their existing naïve theories and misconceptions (McNamara, 2017). These three skills’ centrality is evident from their appearance in international PISA testing of scientific literacy in recent years (Organisation for Economic Co-operation and Development [OECD], 2016, 2017)
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