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Cromley, J. G.; Ma, S.; Van Boekel, M.; Dane, N. – Grantee Submission, 2020
When reading scientific text, readers must draw inferences when the author does not make relations explicit; readers also need to pick up on causal relations that the author "does" make explicit. We collected think-aloud protocols from 86 undergraduate biology students reading 7 brief, illustrated passages about the immune system. After…
Descriptors: Inferences, Protocol Analysis, Undergraduate Students, Attribution Theory
Guerrero, Tricia A.; Griffin, Thomas D.; Wiley, Jennifer – Grantee Submission, 2020
The Predict-Observe-Explain (POE) learning cycle improves understanding of the connection between empirical results and theoretical concepts when students engage in hands-on experimentation. This study explored whether training students to use a POE strategy when learning from social science texts that describe theories and experimental results…
Descriptors: Prediction, Observation, Reading Comprehension, Correlation
Metcalfe, Janet – Grantee Submission, 2017
Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the…
Descriptors: Error Patterns, Error Correction, Feedback (Response), Educational Benefits