Psychology of Science Text Comprehension

Otero, Jose (EDT); Leon, Jose A. (EDT); Graesser, Arthur C. (EDT)

ISBN 10: 0805838740 / ISBN 13: 9780805838749

Published by Routledge, 2002

About this Item

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Bibliographic Details

Title: Psychology of Science Text Comprehension

Publisher: Routledge

Publication Date: 2002

Binding: Hardcover

Condition: As New

About this title

Synopsis:

This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration.

This volume:
*provides an important integration of research and theory with theoretical, methodological, and educational applications;
*includes a number of chapters that cover how science text information affects mental representations and strategies;
*introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and
*establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.

Synopsis:

This volumes goal is to bring readers contemporay research and theories of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals and the materials are often poorly written. It is no suprise therefore that students are turned off learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology and cognitive science. This book promotes such an integration.