El discurso expositivouna comparación entre profesores expertos y principiantes

Abstract

The study analyses the influence of text manipulations, previous knowledge, and study strategies on recall, comprehension, and learning from scientific texts. A 2 x 2 factorial design was used with two between subject variables (text and study strategies) and with a third variable (previous knowledge) nested under the strategies variable. Physics and psychology undergraduates and secondary school students, both from science and non-science options, read one of two versions of a passage from a secondary school science textbook. One of the versions had previously been changed to facilitate both the formation of a text-base and the construction of a situational model. Three dependent measures were taken: free recall, writing down the 7 or 8 most important ideas, and a learning task. Results showed that textual changes and study strategies produced significant differences on all the tasks, while previous knowledge produced these differences on recall and learning tasks. Some interactions between variables were also found in these two tasks. Finally, we discuss some implications of the effects of textual manipulations based on the type of task used and students� characteristics