PERSONAL FACTORS INFLUENCING THE UNDERSTANDING OF SCIENTIFIC TEXTS
Published: 13 Oct 2019
Abstract: Teaching Science is aided, throughout the educational system, by the study of appropriate textbooks. The content of the textbook used for a specific course plays a considerable role to the degree of the assimilation of the topics addressed by it; however, the actual way it is viewed by the readers/students is also expected to be a major factor. In the current study a double-page spread text is introduced to students of Chemistry. The topic described concisely is related to catalysis and the text is accompanied by a variety of visual aids (graph, algebraic equations, 2D chemical formula, diagram, table). The fifty students participating in the survey are covering the whole range from first-year undergraduates to postgraduates and they are tested for their comprehension of the text provided. The extent of this comprehension is correlated to their logical thinking, field dependence/independence and prior knowledge of the topic as they emerge from assessment of separate preliminary tests they have taken in advance.
Keywords: scientific text, prior knowledge, logical thinking, field dependence
Cite this article: Sofia Kasiara, Nikoletta Kosmidou, Kleanthi Manika, Pericles Akrivos. PERSONAL FACTORS INFLUENCING THE UNDERSTANDING OF SCIENTIFIC TEXTS. Journal of International Scientific Publications: Educational Alternatives 17, 26-33 (2019). https://www.scientific-publications.net/en/article/1001968/
Download full text
Back to the contents of the volume
© 2020 The Author(s). This is an open access article distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/
, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This permission does not cover any third party copyrighted material which may appear in the work requested.