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- W2095188004 abstract "ResumenSe pretendió probar que algunos obstáculos en la comprensión de las ciencias no están causados por esquemas conceptuales alternativos, sino por deficiencias en los niveles de comprensión lectora y de control de la propia comprensión de los estudiantes Se midieron esos niveles y se controlaron las ideas alternativas en dos muestras de estudiantes de 4° de ESO. Los alumnos leyeron un texto experimental sobre Evolución de las Especies y respondieron cuestiones consultando el texto a voluntad. Se predijeron diferencias claras en las respuestas según los niveles de comprensión lectora y control de la comprensión, pero no debidas a esquemas conceptuales lamarckianos. Los resultados confirmaron las predicciones.AbstractThe aim was to show that some obstacles in the comprehension of scientific theories are not caused by students' alternative conceptions, but by poor students' reading comprehension and comprehension awareness. We measured these levels and also controlled students' alternative ideas in two samples of 10th grade students. Students read an instructional text about Evolutionary theories, and then answered a set of questions—consulting the text when necessary. We predicted clear differences in subjects' answers caused by the subjects' levels of reading comprehension and comprehension awareness, but not by their Lamarckian ideas. The results confirmed our predictions.Palabras clave: Comprensión de la cienciacontrol de la comprensióncomprensión lectoraevolución de las especiesideas alternativasKeywords: Science understandingcomprehension awarenessreading comprehensionevolution of the speciesmisconceptions" @default.
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- W2095188004 date "2010-01-01" @default.
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- W2095188004 title "Importancia de las destrezas de procesamiento de la información en la comprensión de textos científicos" @default.
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- W2095188004 doi "https://doi.org/10.1174/021037010793139581" @default.
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