Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies
Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies
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台湾与加拿大学生科学阅读、文本与策略元认知意识比较
DOI：
10.1080/09500693.2013.826841
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发表时间：
2014
影响因子：
2.3
通讯作者：
Chi
中科院分区：
文献类型：
--
作者：
Jing;Shin;I. Fang;Chi
本研究采用中文版的科学阅读意识量表，探讨台湾学生科学阅读后设认知与理解能力。结构方程模型的结果证实，基本模型包括三个集群的元认知知识：科学阅读的信念和信心，科学文本的结构知识，科学阅读策略的知识。本研究的主要贡献在于为元认知意识与科学语篇理解之间的关系提供了证据。此外，数据比较加拿大（不列颠哥伦比亚省）基准从原来的发展显示，元认知意识的科学阅读在两国从小学到中学恶化，并有没有显着差异，加拿大和台湾学生的元认知意识的科学阅读。最后讨论了提高学生科学阅读元认知意识的教学建议。
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.