ERIC Number: ED356134
Record Type: RIE
Publication Date: 1992
Middle School Students' Metacognitive Knowledge about Science Reading and Science Text: Objective Assessment, Validation, and Results.
Yore, Larry D.; Craig, Madge T.
Much has been written about the value of metacognition. However, little research has identified subsumed intellectual factors, logical operators, and cognitive functions; or has established clear relationships between metacognition and science cognition. This paper presents a study to build a strategic metacognitive model of an efficient, successful science reader based on research results. Other goals are to develop an objective assessment instrument, to validate the instrument, and to provide a profile of middle school students' metacognitive knowledge about science reading and science text. The objective test and interview protocols were developed based on a matrix associated with a theoretical model that crossed 21 comprehension strategies with 3 levels of knowledge: declarative, procedural, and conditional. The objective tests were validated using a group of 532 volunteer students from grades 4 (n=113), 5 (n=108), 6 (n=109), 7 (n=93), and 8 (n=109), and the interview protocols with a random selection of 52 students from those groups. Factor analysis of the students' responses to the objective test generated a metacognitive profile of middle school students' knowledge about science reading and science text. Results of the profiles indicated: (1) surface level declarative, procedural, and conditional knowledge for middle school students on the factors tested; (2) significant differences between high ability readers and low ability readers; (3) a gender difference favoring girls; (4) no increase in metacognitive awareness of science reading and science text in middle school students with additional years of schooling; (5) significant differences between metacognitive domains; and (6) specific strategies that regard reading as an interactive-constructive process. (Contains 14 references.) (MDH)
Descriptors: Cognitive Measurement, Constructivism (Learning), Factor Analysis, Intermediate Grades, Interviews, Junior High Schools, Knowledge Level, Learning Strategies, Measures (Individuals), Metacognition, Middle School Students, Middle Schools, Models, Reader Response, Reading Comprehension, Reading Materials, Science Education, Science Instruction, Science Materials, Test Construction, Validity
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: For the interview study, see SE 052 942.