利用多模态文本探索青少年对社会科学话题的批判性阅读
Exploring Adolescents' Critical Reading of Socioscientific Topics Using Multimodal Texts.
作者信息
Fazio Xavier, Gallagher Tiffany L, DeKlerk Collen
机构信息
Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1 Canada.
出版信息
Int J Sci Math Educ. 2022;20(Suppl 1):93-116. doi: 10.1007/s10763-022-10280-8. Epub 2022 Apr 29.
UNLABELLED
This qualitative within-individual case design study involved six adolescents (age 10-14 years) engaging in a think-aloud observational protocol to read two texts on climate change from contrasting viewpoints. The participants completed a prior knowledge assessment and survey of technology used to assess potential mediating factors. Survey and observational data are presented as participant profiles. Results illustrated the effect of participants' background knowledge, emotional elicitation of text features, cognitive dissonance argument analysis due to the contrasting multimodal texts, and impact of visual images on participants' comprehension. Our data analyses revealed that there is an interconnected and nuanced relationship amongst many text and individual factors when adolescents engage in critical reading of SSI multimodal texts. This research provides direction for future science education research that support learners in critical reading of complex socioscientific topics as presented in multimodal texts with adolescent learners.
SUPPLEMENTARY INFORMATION
The online version contains supplementary material available at 10.1007/s10763-022-10280-8.
未标注
这项定性的个体内案例设计研究涉及六名青少年（10 - 14岁），他们参与了一个出声思考观察方案，以从对比的视角阅读两篇关于气候变化的文本。参与者完成了一项先验知识评估以及一项关于用于评估潜在中介因素的技术的调查。调查和观察数据以参与者概况的形式呈现。结果表明了参与者背景知识的影响、文本特征的情感激发、由于对比的多模态文本导致的认知失调论证分析，以及视觉图像对参与者理解的影响。我们的数据分析显示，当青少年对社会科学问题（SSI）多模态文本进行批判性阅读时，许多文本和个体因素之间存在相互关联且细致入微的关系。这项研究为未来的科学教育研究提供了方向，即支持学习者对多模态文本中呈现的复杂社会科学主题进行批判性阅读，这些学习者为青少年。
补充信息
在线版本包含可在10.1007/s10763 - 022 - 10280 - 8获取的补充材料。
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