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Orientador(es)
Resumo(s)
Background: Narrative texts can support science comprehension. Yet, it remains unclear under which conditions
they are beneficial.
Aims: We compared the comprehension benefits of science narrative versus expository texts across comprehension
levels and retention intervals and identified reader and activity characteristics predicting science
comprehension.
Sample: A sample of 125 university students with low prior knowledge of the content of the texts volunteered to
participate.
Methods: Participants read both a narrative and an expository text and then completed comprehension questions
targeting different levels of comprehension. The contents were related to math or chemistry. Participants
completed the comprehension items on that session, and one week after reading the texts. We also assessed
participants' pre-reading perceived prior knowledge of the science topics and their post-reading perceptions of
the texts’ difficulty and interest.
Results: Comprehension scores were higher for the narrative than for the expository text only with the chemistry
topic, at all comprehension levels. Scores were higher in immediate comprehension assessments than in delayed
assessments. Exploratory analyses suggest that narrative texts support comprehension in part by increasing
perceived interest and lowering perceived difficulty.
Conclusion: The narrative advantage was specific to the less familiar content, boosting comprehension across all
levels of representation, partly by reducing perceived difficulty and increasing interest — underscoring the
importance of aligning text type with learners' prior knowledge and task demands.
Descrição
Palavras-chave
Narrative texts Science education Text comprehension processes RAND characteristics Construction-Integration model
Contexto Educativo
Citação
Soares, S., Santos, J. O., Simão, C., Gonçalves, M., Barata, R., Jerónimo, R., & Kolinsky, R. (2026b). Tell me how: Teaching science with narration vs exposition. Learning and Instruction, 106, 102436. https://doi.org/10.1016/j.learninstruc.2026.102436
Editora
Elsevier BV