Processing academic science reading texts through context effects

Evidence from eye movements

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study aimed at examining context effects of processing science terminology in Chinese during the reading process. The science texts were first chosen, and then they were replaced by science terminology with familiar words; other common words remained in both texts. The results implied that readers spent longer rereading durations and total fixation durations for the same common words in science texts than for corresponding texts. Readers performed shorter gaze durations for replaced words than the science terminology. However, the first fixation durations for the two-word types did not show significant differences from each other. Besides, readers sought for more contextual information to aid their comprehension. The adult readers seemed to successfully process the meanings of each Chinese characters but they failed to access the meanings of science terminology at the initial processing stage. With the assistance of contextual information, the adult readers were able to comprehend the unfamiliar words. Instruction for teaching science in school was suggested to improve the learning processes.

Original languageEnglish
Pages (from-to)771-790
Number of pages20
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume13
Issue number3
DOIs
Publication statusPublished - 2017

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Eye Movements
Eye movements
Terminology
Fixation
technical language
Processing
science
evidence
Learning Process
Teaching
Text
Context
Evidence
learning process
comprehension
assistance
instruction
Meaning
school

Keywords

  • Academic science reading texts context effects
  • Classroom instruction
  • Context effects
  • Eye movements
  • Science terminology

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

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abstract = "This study aimed at examining context effects of processing science terminology in Chinese during the reading process. The science texts were first chosen, and then they were replaced by science terminology with familiar words; other common words remained in both texts. The results implied that readers spent longer rereading durations and total fixation durations for the same common words in science texts than for corresponding texts. Readers performed shorter gaze durations for replaced words than the science terminology. However, the first fixation durations for the two-word types did not show significant differences from each other. Besides, readers sought for more contextual information to aid their comprehension. The adult readers seemed to successfully process the meanings of each Chinese characters but they failed to access the meanings of science terminology at the initial processing stage. With the assistance of contextual information, the adult readers were able to comprehend the unfamiliar words. Instruction for teaching science in school was suggested to improve the learning processes.",
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