NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1067682
Record Type: Journal
Publication Date: 2015-Jul
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1756-1108
Students' Mind Wandering in Macroscopic and Submicroscopic Textual Narrations and Its Relationship with Their Reading Comprehension
Al-Balushi, Sulaiman M.; Al-Harthy, Ibrahim S.
Chemistry Education Research and Practice, v16 n3 p680-688 Jul 2015
The aim of the current study was to investigate students' mind wandering while reading different types of textual narrations (macroscopic and submicroscopic) in chemistry. Another goal was to determine the relationship between mind wandering and students' reading comprehension. The participants were 65 female ninth grade students in Oman. Using a computer screen, participants were required to read about sodium chloride. A probe-catch procedure was used to measure students' mind wandering. Half of the slides presented textual narrations at the macroscopic level and the other half presented narrations at the submicroscopic level. We gave the students a paper and pencil reading comprehension test at the conclusion of the reading task. The findings indicated that participants' mind wandering while reading submicroscopic textual narrations was significantly higher when compared to reading macroscopic textual narrations. Also, there was a significant negative relationship between mind wandering and reading comprehension for both macroscopic and submicroscopic textual narrations. Implications and future research are discussed.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Grant or Contract Numbers: N/A