Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

Autor/inn/en	Leopold, Claudia; Leutner, Detlev
Titel	Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies
Quelle	In: Metacognition and Learning, 10 (2015) 3, S.313-346 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-014-9130-2
Schlagwörter	Learning Strategies; Metacognition; Visualization; Cognitive Mapping; Self Management; Control Groups; Experimental Groups; Comparative Analysis; Training; Knowledge Level; Concept Mapping; Science Instruction; Comprehension + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Visualisation; Visualisierung; Selbstmanagement; Ausbildung; Wissensbasis; Concept Map; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Verstehen; Verständnis
Abstract	In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation training with a specific focus on the quality of cognitive strategy application. After the training, students applied the learning strategies as they studied scientific texts. Across experiments, the results indicated that the self-regulation component of the training helped the students to overcome the lack of efficacy of the cognitive strategy only training when it was not effective by itself: The highlighting-only group was outperformed by the control group (d?=?-1.25), but the combined highlighting-plus-self-regulation training reduced this negative effect (d?=?-0.21). The mapping-only group performed as well as the control group (d?=?-0.12), but the combined mapping-plus-self-regulation group outperformed the control group (d?=?0.76). The visualizing-only group outperformed the control group (d?=?0.72) as did the combined visualizing-plus-self-regulation group (d?=?0.78). Results suggest that cognitive learning strategies differ in their potential to induce deep versus surface processing of text contents. In addition, the metacognitive self-regulation component of the training enhanced students' performance when the cognitive strategy training was not effective by itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01