Exploring the Boundaries: When Explanation Activities Do Not Improve Comprehension [Konferenzbericht] Paper presented at the Annual Meeting of the Society for Text & Discourse (32nd, 2022).

Autor/inn/en	Wiley, Jennifer; Guerrero, Tricia A.; Hildenbrand, Lena; Griffin, Thomas D.
Titel	Exploring the Boundaries: When Explanation Activities Do Not Improve Comprehension [Konferenzbericht] Paper presented at the Annual Meeting of the Society for Text & Discourse (32nd, 2022).
Quelle	(2023), (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiley, Jennifer) ORCID (Guerrero, Tricia A.) ORCID (Hildenbrand, Lena) ORCID (Griffin, Thomas D.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Education; Reading Comprehension; Introductory Courses; Psychology; Study Habits; Undergraduate Students; Scores + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Leseverstehen; Einführungskurs; Psychologie; Study behavior; Study behaviour; Studienverhalten
Abstract	Engaging in explanation while studying expository science texts can improve comprehension. The present study varied the timing of explanation activities and restudy opportunities before taking final comprehension tests on a set of 6 topics studied as part of a course in Introduction to Psychology. When students had the opportunity to restudy in the same session, then comprehension benefited from explanation activities. However, no benefit from explanation activities was seen when they were done in a session prior to the restudy opportunity. [This is online version of paper published in "Preprint Repository for the 32nd Annual Meeting of the Society for Text & Discourse" (No. 9587).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01