敎材의 一貫性과 先行知識이 說明的 敎材의 處理 깊이에 미치는 效果
Effects of text coherence and prior knowledge on depth of expository text processing
교재분석 선행지식 설명적교재 교육심리;
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The purpose of this study was to investigate the effects of text coherence and prior knowledge on the depth of expository text processing. The main hypotheses to be tested were as follows: 1) There will be significant differences in the effects of text coherence level (high·low) on shallow and deeper expository text processing. 2) There will be significant differences in the effects of the prior knowledge level (high·low) on shallow and deeper expository text processing. 3) There will be significant interaction effects between text coherence level and prior knowledge level on shallow and deeper expository text processing. Subjects of this study were 60 randomly selected students in the second grade of a girls' middle school. They were randomly assigned to four experimental conditions. The stimulus material was 620-word expository text about on "nutrition and health" selected from the high school's biology text book. Coherence is the extent to which the text segments are linked structurally to themselves and information in memory. coherence was manipulated at the global level. by disrupting paragraph orders in the text. Prior knowledge was manipulated by rating one's own knowledge about nutrition and health. Depth of expository text processing was divided into shallow and deeper levels. Deeper processing refers to the construction of an integrated represen tation of the text in memory. Measures of deeper processing included a main ideas writing test and a inference test. Shallow processing refers to understanding of verbatim text. shallow processing measures included a 20-item multiple-choice test and a 5-item inconsistency detection test derived directly from the text. Main findings of the study were as follow: 1) Breaks in global coherence in an expository text of description structure had no effect on measures of main ideas writing, comprehension and inconsistency detection except measure of inference. 2) Prior knowledge enhanced both deeper and shallow processing of expository text in four outcome measures. 3) There was no significant interaction effect on any outcome measures of both deeper and shallow processing.