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Abstract Title: Students’ use of prior knowledge and metacognitive skills when reading a passage about pressure and density
Abstract: Many research-based instructional strategies have required students to read the textbook prior to class, with the hope that by studying the book, students will develop the knowledge they need to participate in class discussion.  Yet student reading may be ineffective if the students lack prior knowledge or metacognitive skills that they need to understand the textbook.   We asked: to what extent do students make use of prior knowledge and metacognitive skills when reading textbooks, and how does this knowledge vary between students?  We performed think-aloud interviews with both introductory-level and advanced physics students, using a textbook passage about pressure and density.  To the extent that students vary in their use of prior knowledge when reading, we would expect that students will learn differently from reading, and we test this hypothesis by correlating students' learning gains with their use of prior knowledge.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Joshua Von Korff
Georgia State University, Department of Physics and Astronomy
25 Park Place NE, room 605
Atlanta, GA 30303
Phone: (404) 413 6009
Fax: (404) 413-6025
Co-Author(s)
and Co-Presenter(s)
Merrin Oliver (Georgia State University, College of Education)
Maggie Renken (Georgia State University, College of Education)