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Autor/inn/enDori, Yehudit Judy; Avargil, Shirly; Kohen, Zehavit; Saar, Liora
TitelContext-Based Learning and Metacognitive Prompts for Enhancing Scientific Text Comprehension
QuelleIn: International Journal of Science Education, 40 (2018) 10, S.1198-1220 (23 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Dori, Yehudit Judy)
ORCID (Avargil, Shirly)
ORCID (Kohen, Zehavit)
ORCID (Saar, Liora)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0950-0693
DOI10.1080/09500693.2018.1470351
SchlagwörterRelevance (Education); Scientific and Technical Information; Metacognition; Cues; Reading Comprehension; High School Students; Chemistry; Science Instruction; Scientific Literacy; Direct Instruction; Reading Strategies; Foreign Countries; Grade 11; Grade 12; Secondary School Science; Questionnaires; Statistical Analysis; Israel
AbstractContext-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high- and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre- and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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