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Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading.

The abundant scientific resources on the Web provide great opportunities for students to expand their science learning, yet easy access to information does not ensure learning. Prior research has found that middle school students tend to read Web-based scientific resources in a shallow, superficial...

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Published in:Journal of Computer Assisted Learning Vol. 29; no. 2; pp. 138 - 153
Main Author: Zhang, M.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Apr2013
Online Access:View this record in EBSCOhost
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      dt: Apr2013
      vid: 29
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/j.1365-2729.2012.00478.x
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        atl: Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading.
      aug:
        au: Zhang, M.
        affil: Department of Teacher Education, University of Texas at El Paso, El Paso, Texas, USA
      sug:
        subj:
          Science Education
          Students, Middle School
          Reading Methods
          Learning Methods
          World Wide Web
          Software
          Teaching Materials
          Comparative Studies
          Videorecording
          Data Collection Methods
          Data Analysis
          Child
          Adolescence
          Funding Source
          Human
          Child: 6-12 years
          Adolescent: 13-18 years
      ab: The abundant scientific resources on the Web provide great opportunities for students to expand their science learning, yet easy access to information does not ensure learning. Prior research has found that middle school students tend to read Web-based scientific resources in a shallow, superficial manner. A software tool was designed to support middle school students in reading online scientific resources through three key strategies: making explicit a skim-read-summarize structure for online reading, using prompts to guide students' reading and foster articulation of thinking, and connecting reading to learning purposes. This study examined the differences between regular and guided online reading performed by eight pairs of sixth graders in a science inquiry project. The students' online reading processes and conversations were captured by a screen-recording programme. Analysis of 60 h of screen videos showed that the students' online reading in the regular condition was cursory, fragmented, and opportunistic, while the structured online reading was more deliberate, thorough, and purposeful. Overall, the results suggest that middle school students' online reading of scientific resources needs to be guided.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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