Effects of Causal Diagrams and Outlines on Fifth Grade Students Understanding of Scientific Texts

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Material Information

Title:
Effects of Causal Diagrams and Outlines on Fifth Grade Students Understanding of Scientific Texts
Physical Description:
1 online resource (131 p.)
Language:
english
Creator:
Gonzalez, Clairemarie
Publisher:
University of Florida
Place of Publication:
Gainesville, Fla.
Publication Date:

Thesis/Dissertation Information

Degree:
Doctorate ( Ph.D.)
Degree Grantor:
University of Florida
Degree Disciplines:
Educational Psychology, Human Development and Organizational Studies in Education
Committee Chair:
FRANKS,BRIDGET ANN
Committee Co-Chair:
THERRIAULT,DAVID JAMES
Committee Members:
MILLER,DAVID
CRIPPEN,KENT J

Subjects

Subjects / Keywords:
causal -- diagram -- fifth -- grade -- science -- sequence -- temporal -- text
Human Development and Organizational Studies in Education -- Dissertations, Academic -- UF
Genre:
Educational Psychology thesis, Ph.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract:
Many researchers and educators are interested in students' comprehension of expository text in science. The purpose of this study was to explore the role of a visual spatial display known as a causal diagram in helping readers to draw causal inferences and remember a causal sequence in a scientific text in which the causal sequence was presented in reverse chronological order (i.e., effect first, then the causes leading to the effect). The causal diagram was a visual display that explicitly represented the cause effect relationships presented in the text, but presented them in chronological order (i.e., causal sequence leading to effect). Participants were 99 fifth grade students who attended 4 different public schools in a Northeast Florida County. Students studied the text alone, the text accompanied by the causal diagram, and the text accompanied by an outline. Performance on three composite scores: memory for main idea, memory for the causal sequence, and understanding the causal sequence was analyzed via three separate one way Analyses of Covariance, with Florida Comprehensive Assessment Test (FCAT) Reading Equivalent Scale Scores (RESS) as the covariate. Results indicated that 5th grade students who studied the text accompanied with a causal diagram displayed a greater memory of the steps in the causal sequence compared with those in the Text Only condition and the Text with Outline condition. Students who studied the text accompanied with a causal diagram also displayed a greater understanding of the steps in the causal sequence compared with those in the Text Only condition and the Text with Outline condition. Studying a text with a chronologically organized causal diagram as a study aid facilitates both memory and understanding of causal sequences compared to studying text alone or text accompanied with an outline. The findings from this study provide groundwork for future experimental research and implications for educational practice.
General Note:
In the series University of Florida Digital Collections.
General Note:
Includes vita.
Bibliography:
Includes bibliographical references.
Source of Description:
Description based on online resource; title from PDF title page.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility:
by Clairemarie Gonzalez.
Thesis:
Thesis (Ph.D.)--University of Florida, 2014.
Local:
Adviser: FRANKS,BRIDGET ANN.
Local:
Co-adviser: THERRIAULT,DAVID JAMES.
Electronic Access:
RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2016-05-31

Record Information

Source Institution:
UFRGP
Rights Management:
Applicable rights reserved.
Classification:
lcc - LD1780 2014
System ID:
UFE0046482:00001