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Enfoques de aprendizaje y comprensión lectora: el papel de las preguntas de los estudiantes y del conocimiento previo
| Content Provider | Semantic Scholar |
|---|---|
| Author | Cano, Francisco García, A. Jiménez Justicia, Fernando Justicia García-Berbén, Ana-Belén |
| Copyright Year | 2014 |
| Abstract | Students’ learning approaches and reading comprehension are two constructs that, despite coming from different theoretical and research perspectives, may be interrelated. The present study investigates this link and the role played by students’ questioning in relation to a typical science text and their prior knowledge. The participants were 449 ninth-grade science students and the path analyses showed that students’ learning approaches at course level accounted for their reading comprehension and influenced questioning indirectly, via prior knowledge. Surface approach contributed (negatively), to a significant extent, to text comprehension, both directly and indirectly, whereas Deep approach contributed (positively) but only indirectly. These findings underline the mediating role of questioning in the relationship between students’ learning approaches and reading comprehension, and highlight the importance of taking a broader view of the variables that can affect students’ comprehension of science texts. |
| Starting Page | 247 |
| Ending Page | 265 |
| Page Count | 19 |
| File Format | PDF HTM / HTML |
| Volume Number | 19 |
| Alternate Webpage(s) | http://digibug.ugr.es/bitstream/handle/10481/32887/Cano_AprendizajeLectura.pdf?isAllowed=y&sequence=1 |
| Alternate Webpage(s) | http://www.ehu.eus/ojs/index.php/psicodidactica/article/download/10186/10188 |
| Alternate Webpage(s) | https://doi.org/10.1387/RevPsicodidact.10186 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
