| Autor: |
Selim, Shaimaa Abdul Salam |
| Předmět: |
|
| Zdroj: |
Education & Information Technologies; Aug2024, Vol. 29 Issue 11, p13551-13575, 25p |
| Abstrakt: |
In some academic topics, like physics, students are required to comprehend tough books and acquire the knowledge contained in them. The majority of content-specific teachers typically feel awkward employing explicit tactics to boost student comprehension, despite the fact that they are adept at teaching the subjects covered in their areas. As a result, many learners lack the skills necessary to read and understand informational texts across the internet. This study looked at how high school students' comprehension of a digital science text was affected by employing the digital verbal technique while reading the text. The researcher investigated how well each student could read and understand a digital science text by comparing how well they did on a reading test before and after the class. The majority of the study's participants have made progress. The verbal method can be taught to students in one lesson with great effectiveness. Qualitative evidence shows that students who had two lessons on the approach reported using it more frequently when reading digital science texts, despite quantitative findings that demonstrate there is no benefit to training in using a verbal technique more frequently. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
Full text from SpringerLink