Η Επίδραση των Σχηματικών Αναπαραστάσεων στην Αναγνωστική Κατανόηση Μαθητών Δημοτικού Σχολείου στο Μάθημα της Ιστορίας

Abstract

The study aimed to study the effect of the schematic representations on the reading comprehension of the historical texts as a school subject by primary school students. Participants of the study were 62 students who were following the three last grades (Grades 4-6) of a primary school in the Prefecture of Dodecanese in Greece. The results showed that the schematic representations created by students reflect the level of the cognitive processing of these historical texts according to their development, while the schematic representations created by their own seem to influence more their reading comprehension than those schematic representations given by their teachers. This fact reveals the importance of training the students on techniques of the schematic representation and visual decoding of texts, especially to those with low comprehension abilities, in order to assist them in grasping the meaning structure of the historical texts.