The Role of Regulation and Processing Strategies in Understanding Science Text Among University Students

Abstract

The aim of the study was to investigate the role of regulation and processing strategies in understanding science text. A total of 91 student teachers answered open-ended questions concerning photosynthesis before and after reading either a traditional or a refutational science text. After this, they also answered parts of the Inventory of Learning Styles. Understanding of photosynthesis increased after the text reading among all the students. However, deep and independent learners reached a better understanding than reproductive and support-dependent students. The refutational text seemed to promote understanding more than the traditional text. The study supports the assumption that personal characteristics play a role in learning complex scientific concepts. Further, refutational texts seem to facilitate high quality learning.

Keywords:

• regulation strategy
• processing strategy
• conceptual change
• refutational text

Acknowledgments

The first author wishes to thank the Finnish Cultural Foundation for the financial support that enabled this research.

Additional information

Notes on contributors

Henna Vilppu

Henna Vilppu, Department of Teacher Education, University of Turku

Mirjamaija Mikkilä-Erdmann

Mirjamaija Mikkilä-Erdmann, Department of Teacher Education, University of Turku

Ilona Ahopelto

Ilona Ahopelto, Department of Teacher Education, University of Turku.