Web graphic organizers as an advanced strategy for teaching science textbook reading comprehension
This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students' competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.
Fast growth of search engines' popularity shows the users attraction to the Web engines. However there is a chance of misinterpretation for ambiguous queries. At this point, we propose a more adherence user interface which consist of a relevant visual content as well as generating new search snippet and title. Recent researches for meeting this aim are focused on a whole page thumbnail for assisting users to remember a recently visited Web page. Withal, this is not discussed yet that how a specific visual content of a page can allow users to distinguish between a useful and worthless page in the result page especially in an ambiguous search task. Our studya shows that the improvement in both textual search snippet and title as well as the additional thumbnail were helpful for users to clarify the Search Engine Result Page (SERP) in an ambiguous search task.