• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Trends in Ecology & Evolution >The Effect of Cognitive and Metacognitive Strategies that Become Activated While Reading the Expository Science Text on Conceptual Understanding
【24h】

The Effect of Cognitive and Metacognitive Strategies that Become Activated While Reading the Expository Science Text on Conceptual Understanding

机译：认知和元认知策略在阅读概念理解时被激活的认知和元认知策略

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The aim of this research is to examine the cognitive and metacognitive strategies, the products of metacognitive processes that were active in pre-service science teachers' mind who changed or who did not change their conceptual understanding after reading an expository science text about heat and temperature. Case study was used in this study. Nine volunteer pre-service science teachers who had a variety of alternative conceptions in terms of both the number and diversity participated in this study. In order to examine their conceptual understandings regarding to heat-temperature in detail, before and after reading the expository science texts, semi-structured interviews were conducted with each of them as a pre and post-interview. To be able to identify their cognitive and metacognitive strategies and the products of metacognitive processes, they were asked to read aloud and think aloud as they read the texts and semi-structured interviews were conducted after their reading assignment. Based on the data analysis, it was found that the pre-service science teachers who changed their alternative conceptions to scientific conception after reading used more strategies and the products of metacognitive processes in terms of both number and diversity and the aim of using strategies and the products of metacognitive processes were mostly to activate their metaconceptual process such as awareness, monitoring, and evaluating.
机译：本研究的目的是研究认知和元认知策略，在读取读书中改变的服务前科学教师的心灵中有效的元认知过程的产品，或者在阅读了关于热水和温度的情况下没有改变他们的概念理解。本研究中使用了案例研究。九个志愿者职前科学教师，在这项研究中，在数量和多样性方面都有各种替代概念。为了详细研究热温的概念谅解，在阅读介绍介绍的展示科学文本之前和之后，将各自的采访与他们中的每一个作为预先接受后进行。为了能够识别他们的认知和元认知策略和元认知过程的产品，他们被要求大声朗读并大声思考，因为他们阅读文本和半结构化访谈是在阅读任务后进行的。基于数据分析，有人发现，在阅读使用更多策略和元认知过程中，在数量和多样性以及使用策略的目的和使用策略的目的之后，将其替代概念改变了他们的替代概念的替代概念。元认知过程的产品主要是激活他们的伪造过程，如意识，监测和评估。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号