TY - JOUR
T1 - The role of observation in the recall of informational text
AU - Nietfeld, John L.
AU - Bruning, Roger H.
AU - DiFrancesca, Daniell
PY - 2015/1/1
Y1 - 2015/1/1
N2 - This study, which reports on previously unpublished data gathered in connection with a summer literacy-science program, Summer Explorers (Bruning & Schweiger, 1997), examined the role and timing of observation on informational text recall by elementary school students. Students (N= 206) in Grades 3-5 observed and read about the Madagascar Giant Hissing Cockroach (MHC). Three conditions were employed: (1) students first observing live MHCs, then reading facts about them; (2) students first reading facts about MHCs and then observing them; and (3) students only reading facts about MHCs. Students in the observation conditions recalled more facts than those in the no observation condition, with Grade 4 and 5 students benefitting more from the observation experience than Grade 3 students. Grade 3 students showed heightened levels of interest but not improved recall in the observation conditions, findings consistent with potential developmental differences in metacognitive awareness for instructional activities.
AB - This study, which reports on previously unpublished data gathered in connection with a summer literacy-science program, Summer Explorers (Bruning & Schweiger, 1997), examined the role and timing of observation on informational text recall by elementary school students. Students (N= 206) in Grades 3-5 observed and read about the Madagascar Giant Hissing Cockroach (MHC). Three conditions were employed: (1) students first observing live MHCs, then reading facts about them; (2) students first reading facts about MHCs and then observing them; and (3) students only reading facts about MHCs. Students in the observation conditions recalled more facts than those in the no observation condition, with Grade 4 and 5 students benefitting more from the observation experience than Grade 3 students. Grade 3 students showed heightened levels of interest but not improved recall in the observation conditions, findings consistent with potential developmental differences in metacognitive awareness for instructional activities.
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U2 - 10.1016/j.ijer.2014.11.001
DO - 10.1016/j.ijer.2014.11.001
M3 - Article
AN - SCOPUS:84919683339
SN - 0883-0355
VL - 69
SP - 88
EP - 97
JO - International Journal of Educational Research
JF - International Journal of Educational Research
ER -