CONSTRUCTIVE ACTIVITY IN LEARNING FROM TEXT

doi:10.3102/00028312029001097

CONSTRUCTIVE ACTIVITY IN LEARNING FROM TEXT

1992-03-01

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DOI：10.3102/00028312029001097

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This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/detail retelling, assimilation, problem solving, and extrapolation. The three subtypes were declarative, interrogative, and evaluative responses. Measures of prior knowledge and new learning were also obtained. A path analysis suggested that the level of activity identified by the scale exerted a direct effect on learning and mediated the effects of age and prior knowledge on learning.

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CONSTRUCTIVE ACTIVITY IN LEARNING FROM TEXT

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