标题:Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation // Efectos del formato en que se presenta la información científica sobre la autorregulación de los procesos de comprensión...
期刊名称:Revista de Psicodidáctica / Journal of Psychodidactics
印刷版ISSN:2254-4372
出版年度:2013
卷号:18
期号:2
DOI:10.1387/RevPsicodidact.4623
语种:English
出版社:Universidad del País Vasco - Euskal Herriko Unibertsitatea
摘要:Generating questions is a regulatory action associated with self-monitoring processes in comprehension tasks: subjects can ask ‘information seeking questions’ to solve comprehension obstacles. A sequence of two related experiments were conducted to trigger, classify and analyse questions asked under different conditions: reading a text about experimental scientific devices operating, watching these devices in a DVD and manipulating them in the LAB. Students' information seeking questions were classified using a simple taxonomy. Taking into account the multimedia learning principles, the advantages of realistic animations for understanding time-depending processes and the effect of the procedural-motor activity, we expected students would ask different questions under each of the aforementioned conditions. Results confirmed the expectations: the reading condition triggered more questions addressed to describe the entities while the watching and manipulation conditions stimulated more causal questions. In addition, the effect of prior knowledge on questions including scientific concepts was analyzed.