论语言特征在STEM文本理解和学习中的作用。荟萃分析

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anselm R. Strohmaier , Timo Ehmke , Hendrik Härtig , Dominik Leiss
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引用次数: 1

摘要

从文本中学习是STEM教育的重要组成部分,但语言文本特征会影响理解和学习。我们综合了45项实验研究,调查了语言修饰对STEM文本理解和学习的影响,共有6477名学习者。在元回归中,我们区分了八类语言修饰和其他几个调节因子,包括先验知识。我们发现语言修饰的正均值效应很小(g=0.15)。与之前的研究一致,结果表明,具有低内容先验知识的学习者从语言修饰中受益更多。个性化、增加清晰度和精细化产生了积极影响,而减少复杂性和增加凝聚力没有产生显著影响。这项研究强调了STEM文本中语言修饰的潜力和局限性,并为教育实践提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis

Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of N = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several other moderators, including prior knowledge. We found a small positive mean effect of linguistic modifications (g = 0.15). In line with previous research, the results showed that learners with low content prior knowledge benefited more from linguistic modifications. Personalization and increasing clarity and elaboration had positive effects, while reducing complexity and increasing cohesion did not have significant effects. This study highlights the potential and limits of linguistic modifications in STEM texts and provides implications for educational practice.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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