Exploring mediating effect of metacognitive awareness on comprehension of science texts through structural equation modeling analysis

Journal of Research in Science Teaching

Volumn 51, Issue 2, 2014, Pages 175-191

  Wang, Jing Ru ^a   Chen, Shin Feng ^a  

^a NATIONAL PINGTUNG UNIVERSITY   (Taiwan)

Author keywords

comprehension of science text; metacognitive awareness; prior knowledge

Indexed keywords

COMPREHENSION OF SCIENCE TEXTS; MEDIATING EFFECT; METACOGNITIVE AWARENESS; PRIOR KNOWLEDGE; READING COMPREHENSION; SCIENCE CURRICULUM; STRUCTURAL EQUATION MODELING; TAIWANESE STUDENTS;

CURRICULA;

STUDENTS;

EID: 84892434325     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21131     Document Type: Article

References (50)

1. Alderson, J. C., (2005). Assessing reading. New York, NY: Cambridge University Press.
2. Alvermann, D. E., Smith, L. C., &, Readence, J. E., (1985). Prior knowledge activation and the comprehension of compatible and incompatible text. Reading Research Quarterly, 20 (4), 420-436.
3. Baker, L., (2004). Reading comprehension and science inquiry: Metacognitive connection. In, E. W. Saul, (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice. (pp. 239-257). Newark, DE: International Reading Association & National Science Teachers Association.
4. Bagozzi, R. P., &, Yi, Y., (1988). On the evaluation of structural equation model. Journal of the Academy of Marketing Science, 16 (1), 74-94.
5. Baron, R. M., &, Kenny, D. A., (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
6. Best, R. M., Floyd, R. G., &, McNamara, D. S., (2008). Differential competencies contributing to children's comprehension of narrative and expository texts. Reading Psychology, 29, 137-164.
7. Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. New York, NY: Carnegie Corporation of New York. Retrieved from http://carnegie.org/ fileadmin/Media/Publications/PDF/tta-Main.pdf.
8. Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., &, Goldschmidt, P. G., (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49 (5), 631-658.
9. Curran, P. J., West, S. G., &, Finch, J., (1996). The robustness of test statistics to non-normality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16-29.
10. Dunlosky, J., Rawson, K. A., &, Hacker, D. J., (2002). Metacomprehension of science text: Investigating the levels-of disruption hypothesis. In, J. Otero, J. A. Leõn, &, A. C. Graesser, (Eds.), The psychology of science text comprehension. (pp. 255-280). Mahwah, NJ: Erlbaum.
11. Ehrlich, M.-F., Kurtz-Costes, B., &, Loridant, C., (1993). Cognitive and motivational determinants of reading comprehension in good and poor readers. Journal of Reading Behavior, 25 (4), 365-384.
12. Flavell, J. H., (1976). Metacognitive aspects of problem-solving. In, L. B. Resnick, (Ed.) The nature of intelligence. (pp. 231-235). Hillside, NJ: Erlbaum.
13. Ford, C. L., &, Yore, L. D., (2012). Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences teacher education and classroom practice. In, A. Zohar, &, Y. J. Dori, (Eds.), Metacognition in science education: Trends in current research. (pp. 251-271). Dordrecht, The Netherlands: Springer.
14. Fornell, C., &, Larcker, D. F., (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18 (1), 39-50.
15. Good, R. G., Shymansky, J. A., &, Yore, L. D., (1999). Censorship in science and science education. In, E. H. Brinkley, (Ed.) Caught off guard: Teachers rethinking censorship and controversy. (pp. 101-121). New York, NY: Allyn & Bacon.
16. Hacker, D. J., (1998). Self-regulated comprehension during normal reading. In, D. J. Hacker, J. Dunlosky, &, A. C. Graesser, (Eds.), Metacognition in educational theory and practice. (pp. 165-191). Mahwah, NJ: Lawrence Erlbaum.
17. Hair, J. F., Jr., Black, W. C., Babin, B. J., &, Anderson, R. E., (2010). Multivariate data analysis. (6th ed.) Upper Saddle River, NJ: Prentice Hall.
18. Hair, J. F., Jr., Black, W. C., Babin, B. J., Anderson, R. E., &, Tatham, R. L., (2006). Multivariate data analysis. (6th ed.) Upper Saddle River, NJ: Prentice Hall.
19. Halliday, M. A. K., &, Martin, J. R., (1993). Writing science: Literacy and discursive power. London, England: Falmer Press.
20. Hanrahan, M., (2009). Bridging the literacy gap: Teaching the skills of reading and writing as they apply in school science. Eurasia Journal of Mathematics, Science and Technology Education, 5 (3), 289-304.
21. Jackson, D. L., Gillaspy, J. A., &, Purc-Stephenson, R., (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14 (1), 6-23.
22. Johnson, B. E., &, Zabrucky, K. M., (2011). Improving middle and high school students' comprehension of science text. International Electronic Journal of Elementary Education, 4 (1), 19-31.
23. Kendeou, P., Papadopoulos, T. C., &, Spanoudis, G., (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22 (5), 354-367.
24. Kinnunen, R., &, Vauras, M., (2010). Tracking on-line metacognition: Monitoring and regulating comprehension in reading. In, A. Efklides, &, P. Misailidi, (Eds.), Trends and prospects in metacognition research. (pp. 209-229). New York, NY: Springer.
25. Kind, P.M., (2013). Establishing assessment scales using a novel disciplinary rationale for scientific reasoning. Journal of Research in science Teaching, 50 (5), 530-560.
26. Kintsch, W., &, Rawson, K. A., (2005). Comprehension. In, M.J. Snowling, &, C. Hulme, (Eds.), The science of reading: A handbook. (pp. 209-226). Malden, MA: Blackwell.
27. Kline, P., (1999). The handbook of psychological testing. (2nd ed.). London, England: Routledge.
28. Kline, R. B., (2010). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
29. Mayer, R. E., (2010). Seeking a science of instruction. Instructional Science, 38 (2), 143-145.
30. Moje, E. B., (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52 (2), 96-107.
31. National Research Council. (2003). How people learn: Brain, mind, experience, and school-Expanded edition. (, J. D. Bransford, A. L. Brown, &, R. R. Cocking, (Eds.), Washington, DC: National Academies Press.
32. National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. (, R. A. Duschl, H. A. Schweingruber, A. W. Shouse, (Eds.), Washington, DC: National Academies Press.
33. Norris, S. P., &, Phillips, L. M., (2008). Reading as inquiry. In, R. A. Duschl, &, R. E. Grandy, (Eds.), Teaching scientific inquiry: Recommendations for research and implication. (pp. 233-262). Rotterdam, The Netherlands: Sense.
34. Norris, S. P., &, Phillips, L. M., (2012). Reading science: How a naive view of reading hinders so much else. In, A. Zohar, &, Y. J. Dori, (Eds.), Metacognition in science education: Trends in current research. (pp. 37-56). Dordrecht, The Netherlands: Springer.
35. Nitko, A. J., &, Brookhart, S. M., (2010). Educational assessment of students. (6th ed.) Upper Saddle River, NJ: Prentice Hall/Pearson.
36. Ozuru, Y., Dempsey, K., &, McNamara, D. S., (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19 (3), 228-242.
37. Pearson, P. D., Moje, E. B., &, Greenleaf, C., (2010). Literacy and science: Each in service of the other. Science, 328 (5977), 459-463.
38. Perez, T. M., Majerus, S., &, Poncelet, M., (2011). The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 111 (4), 708-723.
39. Posner, G. J., Strike, K. A., Hewson, P. W., &, Gertzog, W. A., (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66 (2), 211-227.
40. Pratt, H., &, Pratt, N., (2004). Integrating science and literacy instruction with a common goal of learning science content. In, E. W. Saul, (Ed.) Crossing borders in literacy and science instruction: Perspectives on theory and practice. (pp. 395-405). Newark, DE: International Reading Association & National. Science Teachers Association.
41. Smith, B. L., Holliday, W. G., &, Austin, H. W., (2010). Students' comprehension of science textbooks using a question-based reading strategy. Journal of Research in Science Teaching, 47, 363-379.
42. Snow, C. E., (2010). Academic language and the challenge of reading for learning about science. Science, 328 (5977), 450-452.
43. Tippett, C. D., (2010). Refutation text in science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8 (6), 951-970.
44. Vygotsky, L. S., (1962). Thought and language. New York, NY: Wiley.
45. Wang, J.-R., Chen, S.-F., Fan, I., &, Chou, C.-T., (2013). Comparison of Taiwanese and Canadian students' metacognitive awareness of science reading, text, and strategies. International Journal of Science Education. Advance online publication. DOI: 10.1080/09500693.2013.826841
46. Wang, J.-R., Chen, S.-F., Tsay, R.-F., Chou, C.-T., Lin, S.-W., &, Kao, H.-L., (2012). Developing a test for assessing elementary students' comprehension of science texts. International Journal of Science and Mathematics Education, 10 (4), 955-973.
47. Yore, L. D., (2011, November). Promoting scientific literacy from viewpoints of policy, curriculum, and practice [Keynote address]. Paper presented at the International Conference on Promoting Scientific Literacy from Viewpoints of Policy, Curriculum, and Practice, Taipei, Taiwan.
48. Yore, L. D., (2012). Science literary for all: More than a slogan, logo or rally flag! In, K. C. D. Tan, &, M. Kim, (Eds.), Issues and challenges in science education research: Moving forward. (pp. 5-23). Dordrecht, The Netherlands: Springer.
49. Yore, L. D., Bisanz, G. L., &, Hand, B., (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25 (6), 689-725.
50. Yore, L. D., Craig, M. T., &, Maguire, T. O., (1998). Index of science reading awareness: An interactive-constructive model, test verification, and grades 4-8 results. Journal of Research in Science Teaching, 35 (1), 27-51.