The role of observation in the recall of informational text
John L. Nietfeld, North Carolina State University, United States ; Roger H. Bruning, University of Nebraska-Lincoln, United States ; Daniell DiFrancesca, North Carolina State University, United States
International Journal of Educational Research Volume 69, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
This study, which reports on previously unpublished data gathered in connection with a summer literacy-science program, Summer Explorers (Bruning & Schweiger, 1997), examined the role and timing of observation on informational text recall by elementary school students. Students (N=206) in Grades 3–5 observed and read about the Madagascar Giant Hissing Cockroach (MHC). Three conditions were employed: (1) students first observing live MHCs, then reading facts about them; (2) students first reading facts about MHCs and then observing them; and (3) students only reading facts about MHCs. Students in the observation conditions recalled more facts than those in the no observation condition, with Grade 4 and 5 students benefitting more from the observation experience than Grade 3 students. Grade 3 students showed heightened levels of interest but not improved recall in the observation conditions, findings consistent with potential developmental differences in metacognitive awareness for instructional activities.
Nietfeld, J.L., Bruning, R.H. & DiFrancesca, D. (2015). The role of observation in the recall of informational text. International Journal of Educational Research, 69(1), 88-97. Elsevier Ltd.