Publicação
Tell me how: Teaching science with narration vs exposition
| datacite.subject.fos | Ciências Sociais::Psicologia | |
| datacite.subject.sdg | 04:Educação de Qualidade | |
| dc.contributor.author | Soares, Sara | |
| dc.contributor.author | Santos, João O. | |
| dc.contributor.author | Simão, Cláudia | |
| dc.contributor.author | Gonçalves, Matilde | |
| dc.contributor.author | Barata, Raquel | |
| dc.contributor.author | Jerónimo, Rita | |
| dc.contributor.author | Kolinsky, Régine | |
| dc.date.accessioned | 2026-09-30T18:04:05Z | |
| dc.date.available | 2026-09-30T18:04:05Z | |
| dc.date.issued | 2026-12 | |
| dc.description.abstract | 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. | eng |
| dc.identifier.citation | 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 | |
| dc.identifier.doi | 10.1016/j.learninstruc.2026.102436 | |
| dc.identifier.issn | 0959-4752 | |
| dc.identifier.uri | http://hdl.handle.net/10400.12/14091 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | Elsevier BV | |
| dc.relation.ispartof | Learning and Instruction | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Narrative texts | |
| dc.subject | Science education | |
| dc.subject | Text comprehension processes | |
| dc.subject | RAND characteristics | |
| dc.subject | Construction-Integration model | |
| dc.title | Tell me how: Teaching science with narration vs exposition | eng |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 19 | |
| oaire.citation.startPage | 1 | |
| oaire.citation.title | Learning and Instruction | |
| oaire.citation.volume | 106 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 |