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ERIC Number: EJ1067217
Record Type: Journal
Publication Date: 2015
Pages: 30
Abstractor: As Provided
Reference Count: 102
ISBN: N/A
ISSN: ISSN-0163-853X
Reading an Analogy Can Cause the Illusion of Comprehension
Jaeger, Allison J.; Wiley, Jennifer
Discourse Processes: A multidisciplinary journal, v52 n5-6 p376-405 2015
This study explored students' ability to evaluate their learning from a multimedia inquiry unit about the causes of global climate change. Participants were 90 sixth grade students from four science classrooms. Students were provided with a text describing the causes of climate change as well as graphs showing average global temperature changes. Half of the students also received an analogy to help support their understanding of the topic. Results indicated that overall students were over-confident about how much they learned and how well they understood the topic. Further, the presence of an analogy led to higher levels of overconfidence. Results also indicated that students with better graph interpretation skills were less overconfident even when the analogy was present. These results suggest that the presence of graphs and analogies can negatively affect students' abilities to accurately judge their own level of understanding and may lead to an illusion of comprehension.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Family Educational Rights and Privacy Act 1974
IES Funded: Yes
Grant or Contract Numbers: R305F100007