Reading of different genres of school science texts: a cognitive procedural approach

Authors

  • Rogério Gonçalves Nigro GEPEC – Grupo de estudo e pesquisa em ensino de ciências
  • Silvia L. F. Trivelato FEUSP - Faculdade de Educação da Universidade de São Paulo

Keywords:

Reading, Texts, Genre, Textbook, Popularization of Science.

Abstract

In this work we assess 14-15 years old students reading comprehension. The students were randomly assigned to read either a textbook or a popular science article passage about the same subject. The popular science article readers performed better than their peers on knowledge and application tests and girls performed better than boys. The results presented here suggest that for the students subject of this research reading processes can be a function of text genre, readers’ genre or an interaction of both. We suggest these factors deserve to be seriously taken into consideration and addressed in future investigations concerning reading in science education.

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Published

2016-07-23

How to Cite

Nigro, R. G., & Trivelato, S. L. F. (2016). Reading of different genres of school science texts: a cognitive procedural approach. Investigations in Science Education, 15(3), 553–573. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/262

Issue

Vol. 15 No. 3 (2010): December of 2010

Section

Artigos

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