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ERIC Number: EJ835894
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0022-0671
Elementary School Children Reading Scientific Texts: Effects of Metacognitive Instruction
Michalsky, Tova; Mevarech, Zemira R.; Haibi, Liora
Journal of Educational Research, v102 n5 p363-376 May-Jun 2009
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, domain-specific 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. (Contains 4 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel