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Questionning and reading goals: information seeking questions asked on scientific texts read under different task conditions

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Questionning and reading goals: information seeking questions asked on scientific texts read under different task conditions

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dc.contributor.author Koto Ishiwa
dc.contributor.author Sanjosé López, Vicente
dc.contributor.author Otero, José
dc.date.accessioned 2015-02-19T11:22:05Z
dc.date.available 2015-02-19T11:22:05Z
dc.date.issued 2013
dc.identifier.citation Koto Ishiwa; Sanjosé López, Vicente; Otero, José (2013) Questionning and reading goals: information seeking questions asked on scientific texts read under different task conditions British Journal of Educational Psychology 83 3 502 520
dc.identifier.uri http://hdl.handle.net/10550/42051
dc.description.abstract Background: A number of studies report that few questions are asked in classrooms and that many of them are shallow questions. Aims: This study investigates the way in which reading goals determine questioning on scientific texts. Reading goals were manipulated through two different tasks: reading for understanding versus reading to solve a problem. Sample: A total of 183 university students. Methods: In the first and third questioning experiments the participants read two short texts. Students in one condition were instructed to understand the texts, while in the alternative condition they had to read texts to solve a problem. Students were instructed to write down any questions they might have about the texts. The questions were categorized according to the type of underlying obstacle: associative, explanatory or predictive. The second experiment used a think-aloud methodology to identify the mental representations generated by the students. Results and Conclusions: The two questioning experiments show that the questions asked depend on the reading goals. Significantly more explanation questions were asked in the understanding condition than in the problem-solving condition. Also, the two conditions were found to have a different influence on the generation of association and explanation questions. Very few prediction questions were asked in either condition. The think-aloud experiment revealed that the mental representations attempted by readers under the two conditions were indeed different. In conclusion, the experiments showed that, given a certain textual input, readers" questions depend on the reading goals associated with tasks.
dc.language.iso eng
dc.relation.ispartof British Journal of Educational Psychology, 2013, vol. 83, num. 3, p. 502-520
dc.subject Ciència Ensenyament
dc.title Questionning and reading goals: information seeking questions asked on scientific texts read under different task conditions
dc.type journal article es_ES
dc.date.updated 2015-02-19T11:22:05Z
dc.identifier.doi 10.1111/j.2044-8279.2012.02079.x
dc.identifier.idgrec 094518
dc.rights.accessRights open access es_ES

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