ArticleInternational journal of science and mathematics education2022
Exploring Adolescents' Critical Reading of Socioscientific Topics Using Multimodal Texts.
Article in International journal of science and mathematics education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- A method description for developing critical reading skills through a digital platform based on Barrett's taxonomy.MethodsX · 2026Article
- Development of a travel recommendation algorithm based on multi-modal and multi-vector data mining.PeerJ. Computer science · 2023Article
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Authors and funding
3 authors.
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Abstract
This qualitative within-individual case design study involved six adolescents (age 10-14 years) engaging in a think-aloud observational protocol to read two texts on climate change from contrasting viewpoints. The participants completed a prior knowledge assessment and survey of technology used to assess potential mediating factors. Survey and observational data are presented as participant profiles. Results illustrated the effect of participants' background knowledge, emotional elicitation of text features, cognitive dissonance argument analysis due to the contrasting multimodal texts, and impact of visual images on participants' comprehension. Our data analyses revealed that there is an interconnected and nuanced relationship amongst many text and individual factors when adolescents engage in critical reading of SSI multimodal texts. This research provides direction for future science education research that support learners in critical reading of complex socioscientific topics as presented in multimodal texts with adolescent learners. Supplementary Information: The online version contains supplementary material available at 10.1007/s10763-022-10280-8.
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