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Does context shape comprehension: evaluating the influence of presentation on inquiry strategies in science learning

Does context shape comprehension: evaluating the influence of presentation on inquiry strategies... Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.Design/methodology/approachThe authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.FindingsResults indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.Research limitations/implicationsImplications for instructional design and pedagogy are discussed.Practical implicationsThe framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.Social implicationsBy studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.Originality/valueThe current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information and Learning Science Emerald Publishing

Does context shape comprehension: evaluating the influence of presentation on inquiry strategies in science learning

Information and Learning Science , Volume 123 (3/4): 20 – Mar 10, 2022

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2398-5348
DOI
10.1108/ils-06-2021-0049
Publisher site
See Article on Publisher Site

Abstract

Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.Design/methodology/approachThe authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.FindingsResults indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.Research limitations/implicationsImplications for instructional design and pedagogy are discussed.Practical implicationsThe framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.Social implicationsBy studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.Originality/valueThe current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

Journal

Information and Learning ScienceEmerald Publishing

Published: Mar 10, 2022

Keywords: Cognitive Science; Question Asking; Domain-Specific Learning; Interdisciplinary Learning; Science Learning; Question Asking Taxonomies

References