Effects of Learner-Centered Interventions in Science Learning: Comparing Eye Movement in Eye Movement Modeling Examples and Prompting

Autor/inn/en	Choi, Hana; Yang, Ilho; Kim, Seongun; Lim, Sungman
Titel	Effects of Learner-Centered Interventions in Science Learning: Comparing Eye Movement in Eye Movement Modeling Examples and Prompting
Quelle	In: Journal of Baltic Science Education, 22 (2023) 4, S.579-599 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Choi, Hana) ORCID (Yang, Ilho) ORCID (Kim, Seongun) ORCID (Lim, Sungman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Student Centered Learning; Intervention; Science Education; Eye Movements; Prompting; Foreign Countries; Illustrations; Elementary School Students; Reading Strategies; Reading Comprehension; Grade 5; Outcomes of Education; South Korea + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Naturwissenschaftliche Bildung; Augenbewegung; Benutzerführung; Ausland; Bildliche Darstellung; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; School year 05; 5. Schuljahr; Schuljahr 05; Lernleistung; Schulerfolg; Korea; Republik
Abstract	An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01