Scholarly Holds Lead over Popular and Instructional: Text Type Influences Epistemological Reading Outcomes

Autor/inn/en	Braun, Isabel; Nuckles, Matthias
Titel	Scholarly Holds Lead over Popular and Instructional: Text Type Influences Epistemological Reading Outcomes
Quelle	In: Science Education, 98 (2014) 5, S.867-904 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21117
Schlagwörter	Epistemology; High School Students; Journal Articles; Periodicals; Comparative Analysis; Scientific Concepts; Textbooks; Secondary School Science; Reading Assignments; Science Instruction + Suchen Sie Ihr Suchwort? Erkenntnistheorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Textbook; Text book; Schulbuch; Lehrbuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Scholarly scientific literature conveys epistemological assumptions scientists operate on. Popular scientific literature and instructional science texts deviate in their portrayal of science from these epistemological assumptions. Thus, scholarly scientific literature holds more potential for improving students' epistemological understanding of science. In an experimental study, we had 78 high school students read an original report from a scholarly scientific journal, a version of the same research article modified for low-knowledge readers, a popular scientific article, or a chapter from a science textbook. Students who had read the research article or the modified research article improved significantly strongest in their understanding of the constructive nature of science and the argumentative nature of science. We conclude that scholarly scientific literature produces more beneficial epistemological reading outcomes than popular scientific literature and instructional science texts. Therefore, science teachers should be encouraged to incorporate scholarly scientific literature in classroom reading activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10