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Soares, S., Jerónimo, R., Kolinsky, R.  & Morais, J. (2018). Why do we learn science better when it looks like a novel?. XIV PhD Meeting in Social and Organizational Psychology.

S. A. Soares et al.,  "Why do we learn science better when it looks like a novel?", in XIV PhD Meeting in Social and Organizational Psychology, Lisbon, 2018

@misc{soares2018_1732250774034,
	author = "Soares, S. and Jerónimo, R. and Kolinsky, R.  and Morais, J.",
	title = "Why do we learn science better when it looks like a novel?",
	year = "2018",
	url = "http://phdmeeting.dpso.iscte.pt/"
}

TY  - CPAPER
TI  - Why do we learn science better when it looks like a novel?
T2  - XIV PhD Meeting in Social and Organizational Psychology
AU  - Soares, S.
AU  - Jerónimo, R.
AU  - Kolinsky, R. 
AU  - Morais, J.
PY  - 2018
CY  - Lisbon
UR  - http://phdmeeting.dpso.iscte.pt/
AB  - Although scientific literacy is fundamental for social progress learning and teaching science can pose
a challenge. Previous studies show that presenting scientific contents through narratives, compared
to expository texts, can produce better learning results with middle and high school students (e.g.,
Arya & Maul, 2012; Hadzigeorgiou et al., 2012). In this project we will investigate how discovery
narratives (vs. expository text) impact the science learning of university students by looking at
different levels of comprehension (recall of explicitly stated information, inferencing, understanding
key ideas and applying key ideas in a novel situation). Two pairs of scientific texts and respective
learning measures have been built in collaboration with linguistics and science experts and are being
tested through a qualitative pilot study and a preliminary experimental study. The qualitative study
consists in think aloud interviews, conducted while participants read the texts and complete the
learning measures, with the goal of accessing mental processes during task completion. In the
experimental study, participants read the texts, evaluate them on a set of parameters (e.g., difficulty,
interest, coherence) and complete the learning measures and complementary reading, knowledge
and comprehension measures; the goal is to test the impact of text format in the different levels of
comprehension and its relation with the complementary measures. The results from these studies
will be presented and the next steps and the implications of the project discussed. We hope to shed
light on the impact of different formats in science learning and to inform science learning practices.
ER  -