분야-구체적 배경지식과 글의 결집성이 학습에 미치는 영향 = The Effects of Domain-Specific Knowledge and Text-Cohesion on Learning from Text

다국어 초록 (Multilingual Abstract)

This study explored how domain-specific knowledge and text cohesion interactively contribute to learning from biology text. Two groups of college students read one of two biology texts-one of them was high in text-cohesion and the other was low in text-cohesion. One group of the students were rich in domain-specific biology knowledge and the other group was poor in domain- specific knowledge. Participants` learning was assessed with open-ended questions designed to measure different levels of understanding(i.e., text-base, inference generation, situation model). Results indicate that 1) students with poor in domain-specific knowledge were not affected by the levels of text- cohesion, while those with rich domain-specific knowledge learned more from the text with low cohesion; 2) overall learning was positively correlated with participants` domain-specific knowledge, and 3) the interaction effects observed between domain-specific knowledge and text-cohesion increased with the levels of comprehension. The results suggest that active involvement is prerequisite to reading for learning and that one way to induce readers` active involvement is to adjust the cohesion of the information presented in the text.