The effects of text structure on students’ use of comprehension strategies and cognitive outcomes during science text processing

This study investigated the effect of refutation text structure on reading processes and learning. Undergraduate biology students ( n = 116) who had high or moderate misconceptions were randomly assigned to read either a non-refutation text, simple an elaborated that addressed commonly held about genetic biology. Participants’ prompted think-aloud type their thoughts as they text. Typed verbal responses coded for use paraphrasing, bridging inferences, elaborations. The results showed texts promoted elaborations compared Neither nor misconception status significant post learning outcomes. These suggest refutations with illustrative examples can increase cognitive support comprehension.