Department of Education and Child Studies, University of Leiden, Wassenaarseweg 52, 2333 AK Leiden, Netherlands.
Science. 2010 Apr 23;328(5977):453-6. doi: 10.1126/science.1182594.
Texts form a powerful tool in teaching concepts and principles in science. How do readers extract information from a text, and what are the limitations in this process? Central to comprehension of and learning from a text is the construction of a coherent mental representation that integrates the textual information and relevant background knowledge. This representation engenders learning if it expands the reader's existing knowledge base or if it corrects misconceptions in this knowledge base. The Landscape Model captures the reading process and the influences of reader characteristics (such as working-memory capacity, reading goal, prior knowledge, and inferential skills) and text characteristics (such as content/structure of presented information, processing demands, and textual cues). The model suggests factors that can optimize--or jeopardize--learning science from text.
文本是教授科学概念和原理的有力工具。读者如何从文本中提取信息，以及这个过程有哪些限制？理解和从文本中学习的核心是构建一个连贯的心理表征，将文本信息和相关背景知识整合在一起。如果这个表示能够扩展读者现有的知识库，或者纠正知识库中的误解，那么它就会产生学习效果。景观模型（Landscape Model）捕捉了阅读过程以及读者特征（如工作记忆容量、阅读目标、先验知识和推理技能）和文本特征（如呈现信息的内容/结构、处理需求和文本线索）的影响。该模型提出了一些可以优化（或破坏）从文本中学习科学的因素。
