Influence of source credibility on students' noticing and assessing comprehension obstacles in science texts

• Published in: International journal of science education Vol. 40; no. 13; pp. 1653 - 1668
• Main Authors: Werner da Rosa, Cleci, Otero, José
• Format: Journal Article
• Language: English
• Published: London Routledge 02.09.2018; Taylor & Francis Ltd
• Subjects: Barriers; Comprehension; Credibility; Critical reading; High School Students; metacognitive monitoring; Science; Science texts; source credibility; Students; text comprehension; Textbooks
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/09500693.2018.1501168

This study aims to analyse the effect of source credibility on students' identification and assessment of comprehension obstacles in science texts. Source credibility was manipulated by providing 12th grade students with paragraphs supposedly taken from science textbooks or, alternatively, from students' reports. The paragraphs contained information expected to be difficult to understand by the participating students. The students were instructed to report any comprehension obstacle they might find and to rate the comprehensibility of the paragraphs. There was no effect of source credibility on noticing and reporting comprehension obstacles in the conditions of our experiments. However, there was a significant finding regarding comprehensibility scores. The students rated the comprehensibility of the paragraphs supposedly taken from science textbooks higher than the comprehensibility of the same paragraphs supposedly taken from peer reports. The finding has implications on the way students approach the understanding of science texts. An enhancement of students' feelings of competence in dealing with scientific subject matter would have a beneficial effect on students' assessment and validation of information in science texts.