This volumes presents contemporay research and theories of scientific text comprehension. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology and cognitive science. This book promotes such an integration. Editor(s): Otero, Jose; Leon, Jose A.; Graesser, Arthur C. Num Pages: 472 pages, bibliography, index. BIC Classification: CJCW; JMR; JNC; JNU; PD. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 160 x 234 x 30. Weight in Grams: 792. . 2002. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

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Bibliographic Details

Title: The Psychology of Science Text Comprehension
Publisher: Routledge
Publication Date: 2002
Language: English
ISBN 10: 0805838740
ISBN 13: 9780805838749
Binding: Hardcover
Condition: New

About this title

Synopsis

This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration.

This volume:
*provides an important integration of research and theory with theoretical, methodological, and educational applications;
*includes a number of chapters that cover how science text information affects mental representations and strategies;
*introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and
*establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.

About the Author

Jose Otero, Jos‚ A. Le�n, Arthur C. Graesser

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