Promoting Active Reading Strategies to Improve Students' Understanding of Science

促进主动阅读策略以提高学生对科学的理解

• 批准号: 0089271
• 负责人: Danielle McNamara
• 金额: $ 319.69万
• 依托单位: Old Dominion University Research Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-10-01 至 2002-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0089271&HistoricalAwards=false
• 关键词: Promoting; Active; Reading; Strategies; Improve

The problem addressed by this project regards high-school students' understanding of and ability to learn from difficult science texts. The first purpose of this project is to examine high school students' and teachers' knowledge about metacognitive reading strategies to better ascertain the need for strategy interventions, as well as teachers' ability to provide such training to students. The second purpose is to compare the effectiveness of three reading interventions and to thereby identify more effective methods for improving students' comprehension skills. The third purpose is to determine whether the benefits of reading interventions depend on students' skills, knowledge, or cultural environment. The fourth purpose is to develop a computerized training program that adaptively assigns a student to an appropriate training regime, and interactively provides reading training. Hence, this project bridges the two focus areas of the IERI initiative concerning reading skill acquisition and students' understanding of increasingly complex scientific ideas. Within these areas, this project will address issues regarding instructional practices in reading, the role of teacher learning and performance on student learning, optimal interventions for students at-risk of reading or academic failure, the development of better assessment techniques of knowledge and skill, and the use of technology to improve assessment and learning.

本研究旨在探讨高中生对艰深理科课文的理解与学习能力。 该项目的第一个目的是检查高中学生和教师对元认知阅读策略的了解，以更好地确定策略干预的必要性，以及教师向学生提供此类培训的能力。 第二个目的是比较三种阅读干预的有效性，从而确定更有效的方法来提高学生的理解技能。 第三个目的是确定阅读干预的好处是否取决于学生的技能、知识或文化环境。 第四个目的是开发一个计算机化的培训计划，自适应地分配给学生一个适当的培训制度，并交互式地提供阅读培训。 因此，该项目连接了IERI倡议的两个重点领域，即阅读技能的获得和学生对日益复杂的科学思想的理解。 在这些领域内，本项目将解决有关阅读教学实践、教师学习和学生学习表现的作用、对有阅读风险或学业失败的学生的最佳干预、开发更好的知识和技能评估技术以及利用技术改进评估和学习的问题。