TY - JOUR
T1 - The influence of topic knowledge, domain knowledge, and interest on the comprehension of scientific exposition
AU - Alexander, Patricia A.
AU - Kulikowich, Jonna M.
AU - Schulze, Sharon K.
PY - 1994
Y1 - 1994
N2 - In this study, we explored the influence of subject-matter knowledge and interest on college students' comprehension of scientific exposition. Two forms of subject-matter knowledge were considered: Passage-specific (i.e., topic) knowledge and general (i.e., domain) knowledge. College students read two passages from physics, one dealing with Stephen Hawking and Grand Unification Theory, and one about the search for the truth quark. Students' topic knowledge and domain knowledge were tested before reading the passages. After reading each passage, students rated their interest in what they read. Comprehension measures were then completed for each passage. We performed regression analyses to determine the effects of subject-matter knowledge and interest on the comprehension scores for each passage. For the more technical Quarks passage, domain knowledge and interest were both significant predictors of comprehension. For the more personally-involving Hawking passage, topic knowledge, domain knowledge, and interest were significant predictors of comprehension performance. Overall, students were more interested in less abstruse and more personally-involving information for both passages.
AB - In this study, we explored the influence of subject-matter knowledge and interest on college students' comprehension of scientific exposition. Two forms of subject-matter knowledge were considered: Passage-specific (i.e., topic) knowledge and general (i.e., domain) knowledge. College students read two passages from physics, one dealing with Stephen Hawking and Grand Unification Theory, and one about the search for the truth quark. Students' topic knowledge and domain knowledge were tested before reading the passages. After reading each passage, students rated their interest in what they read. Comprehension measures were then completed for each passage. We performed regression analyses to determine the effects of subject-matter knowledge and interest on the comprehension scores for each passage. For the more technical Quarks passage, domain knowledge and interest were both significant predictors of comprehension. For the more personally-involving Hawking passage, topic knowledge, domain knowledge, and interest were significant predictors of comprehension performance. Overall, students were more interested in less abstruse and more personally-involving information for both passages.
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U2 - 10.1016/1041-6080(94)90001-9
DO - 10.1016/1041-6080(94)90001-9
M3 - Article
AN - SCOPUS:38149143085
SN - 1041-6080
VL - 6
SP - 379
EP - 397
JO - Learning and Individual Differences
JF - Learning and Individual Differences
IS - 4
ER -