Science Debriefing

Markman, E.M. (1979). Realizing what you don't understand: Elementary school children's awareness of inconsistencies. Child Development, 50, 643-655.

Markman's study investigates children's awareness of their own comprehension failure when presented with inconsistent information. The author concludes that children do not spontaneously monitor their understanding even when capable of doing so.

Roth, J. (1987). Enhancing understanding through debriefing. Educational Leadership, 45, 24-27.

Roth explains the concept of debriefing and elaborates on its use in social studies instruction. The author includes an explanation of the process involved, a rationale for its usage, and an evaluation of the merits of debriefing as practiced in the social studies classroom.

Schallert, D.L. and Kleiman, G.M. (1979). Some reasons why teachers are easier to understand than textbooks. Reading Education Report No. 9. Urbana: University of Illinois, Center for Study of Reading.

Schallbert and Kleiman analyzed four reading selections along with taped lessons of ten teachers utilizing these same passages to determine why children find textbooks to be much more difficult to understand than teacher presentations. Analysis demonstrated the value of dialogue and interaction, and the significance of personalizing meaning.

Wade, S. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43, 442-451.

Wade's study of students with reading difficulties identified five different comprehension strategies used. Each of these types of learners would respond best to teaching methods that would be useless or counterproductive with other learners.

Yager, S., Johnson, E.W. and Johnson, R.T. (1985). Oral discussion, group to individual transfer, and achievement in cooperative learning groups. Journal of Educational Psychology, 77, 60-66.

Yager, et. al. evaluate the effects of oral discussion structured in varied formats on achievement and retention. The authors conclude that both oral presentations and monitoring of others' contributions contribute to the efficacy of cooperative learning.