Elementary School Children Reading Scientific Texts: Effects of Metacognitive Instruction

Tova Michalsky · Zemira R. Mevarech · Liora Haibi

86 citations0/0 files storedThe Journal of Educational Research

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Science Education and Pedagogy Innovative Teaching and Learning Methods Educational Strategies and Epistemologies

Abstract

The authors investigated effects of metacognitive instruction at different phases of reading scientific texts on elementary school students' scientific literacy and metacognitive awareness. In all, 108 Israeli 4th-grade students in 4 science classrooms read the same scientific texts and completed the same scientific tasks. From them, 3 treatment groups received metacognitive instruction—before reading (beMETA), during reading (duMETA), or after reading (afMETA)—and a control group received none (noMETA). Pre- and posttests assessed students' science literacy, domainspecific knowledge, and metacognitive awareness. Findings indicated no significant intergroup pretest differences but significant posttest differences on all variables. AfMETA students significantly outperformed all other groups, beMETA outperformed duMETA, and noMETA scored lowest. The authors discuss theoretical and practical implications of this preliminary study.

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References

1986Experience and Education 1995National Science Education Standards 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions 1994Assessing Metacognitive Awareness 1987Confirmation, disconfirmation, and information in hypothesis testing.2006Metacognition and learning: conceptual and methodological considerations 1993The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction 1987Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction

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