0000000000266589
AUTHOR
Carlos Soto
Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation // Efectos del formato en que se presenta la información científica sobre la autorregulación de los procesos de comprensión...
Generating questions is a regulatory action associated with self-monitoring processes in comprehension tasks: subjects can ask information seeking questions to solve comprehension obstacles. A sequence of two related experiments were conducted to trigger, classify and analyse questions asked under different conditions: reading a text about experimental scientific devices operating, watching these devices in a DVD and manipulating them in the LAB. Students’ information seeking questions were classified using a simple taxonomy. Taking into account the multimedia learning principles, the advantages of realistic animations for understanding time-depending processes and the effect of the procedu…
Tejido adiposo epicárdico, adiponectina y leptina: Una fuente potencial de riesgo cardiovascular en Enfermedad renal crónica
The importance of cardiometabolic factors in the inception and progression of atherosclerotic cardiovascular disease is increasingly being recognized. Beyond diabetes mellitus and metabolic syndrome, other factors may be responsible in patients with chronic kidney disease (CKD) for the high prevalence of cardiovascular disease, which is estimated to be 5- to 20-fold higher than in the general population. Although undefined uremic toxins are often blamed for part of the increased risk, visceral adipose tissue, and in particular epicardial adipose tissue (EAT), have been the focus of intense research in the past two decades. In fact, several lines of evidence suggest their involvement in athe…
Generating students' information seeking questions in the scholar lab: what benefits can we expect from inquiry teaching approaches?
ABSTARCT: Physics teachers use experimental devices to show students how scientific concepts, principles, and laws are applied to understand the real world. This paper studies question generation of secondary and under-graduate university students when they are confronted with experimental devices in different but usual teaching situations: reading about devices while studying still images or diagrams, watching an experimental demonstration, and handling the devices in the laboratory. The influence of the prior scientific knowledge on the questions asked is also analysed. Inquiry learning environments, involving lab projects, seemed to stimulate more inferences addressed to causality when s…