Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies

Autor/inn/en	Wang, Jing-Ru; Chen, Shin-Feng; Fang, I.; Chou, Ching-Ting
Titel	Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies
Quelle	In: International Journal of Science Education, 36 (2014) 4, S.693-713 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.826841
Schlagwörter	Foreign Countries; Metacognition; Reading Comprehension; Science Instruction; Structural Equation Models; Student Attitudes; Self Esteem; Instructional Materials; Reading Strategies; Correlation; Measures (Individuals); Context Effect; Elementary School Students; Science Tests; Reliability; Validity; Comparative Analysis; Statistical Analysis; Educational Assessment; Canada; Taiwan; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Reading strategy; Leselernstufe; Lesetechnik; Korrelation; Messdaten; Reliabilität; Gültigkeit; Statistische Analyse; Education; assessment; Bewertungssystem; Kanada
Abstract	This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of structure of science text, and knowledge of science reading strategies. The main contribution of the current research was to provide evidence about the relationship between metacognitive awareness and comprehension of science text. In addition, data comparisons to Canadian (British Columbia) benchmarks from the original development revealed that metacognitive awareness of science reading deteriorated from elementary to middle school in both countries, and there were no significant differences of metacognitive awareness of science reading between Canadian and Taiwanese students. Instructional suggestions for raising students' metacognitive awareness on science reading were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10