Investigation of cognitive and metacognitive strategies used by pre-service science teachers exposed to explicit and peer tutoring reading strategies instruction

Gülfem Dilek Yurttaş Kumlu; Nejla Yürük

doi:10.33200/ijcer.1082537

Araştırma Makalesi

Investigation of cognitive and metacognitive strategies used by pre-service science teachers exposed to explicit and peer tutoring reading strategies instruction

Yıl 2023, Cilt: 10 Sayı: 1, 1 - 24, 31.03.2023

Gülfem Dilek Yurttaş Kumlu Nejla Yürük

https://doi.org/10.33200/ijcer.1082537

Öz

The aim of this study was to investigate cognitive and metacognitive strategies and products of cognitive and metacognitive processes that preservice science teachers engaged in while reading heat-temperature text after being exposed to no reading strategy instruction, explicit reading strategy instruction and peer tutoring reading strategy instruction. This study employed holistic multiple-case study wherein preservice teachers were assigned to one of the three groups which received no reading strategy instruction (n=9), explicit reading strategy instruction (n=10) and peer tutoring (n=10) based on their scores on Metacognitive Awareness of Reading Strategies Inventory and good communication among them. The content of strategy instruction included various domain-specific reading comprehension strategies used for activating both cognitive and metacognitive activities which contribute to improving conceptual understanding and conceptual change. It was found that the diversity and frequency of using cognitive strategies and products of cognitive activities were the highest in the explicit strategy instruction group, and the metacognitive strategies and products of metacognitive activities were more diverse and frequent in reading strategy instruction groups compared to no strategy instruction group.

Anahtar Kelimeler

Cognitive and metacognitive strategies, Products of cognitive and metacognitive processes, Explicit reading strategy instruction, Peer tutoring reading strategy instruction, Conceptual change

Kaynakça

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235-244. http://dx.doi.org/10.5539/elt.v6n10p235
Akgul, P. (2010). Üstkavramsal faaliyetlerle zenginleştirilmiş kavramsal değişim metinlerinin fen bilgisi öğretmen adaylarının “ısı ve sıcaklık” konusundaki kavramsal anlamalarına etkisi [The effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers' conceptual understanding about heat and temperature] (Master’s thesis). Retrieved from Turkey Digital Theses database. (Publication No. 277999).
Al-Hassan, S. (2003). Reciprocal peer tutoring effect on high frequency sight word learning, retention, and generalization of fırst- and second grade urban elementary school students (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (Publication No. 3148152)
Alegre-Ansuátegui, F. J., Moliner, L., Lorenzo, G., & Maroto, A. (2018). Peer tutoring and academic achievement in mathematics: A meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education 14(1), 337–354. https://doi.org/10.12973/ejmste/79805.
Author (2016). Doctoral dissertation, Gazi University. Turkey Digital Theses database.
Baker, L., Dreher, M. J., Shiplet, A. K., Beall, L. C., Voelker, A. N., Garrett, A. J., ... & Finger-Elam, M. (2017). Children’s comprehension of informational text: Reading, engaging, and learning. International Electronic Journal of Elementary Education, 4(1), 197-227.
Blasiman, R. N., Dunlosky, J., & Rawson, K. A. (2017). The what, how much, and when of study strategies: Comparingintended versus actual study behaviour. Memory, 25(6), 784–792. http://dx.doi.org/10.1080/09658211.2016.122197
Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities. Journal of Learning Disabilities, 38(5), 424-433.
Carrell, P. L. (1998). Can reading strategies be successfully taught? Australian Review of Applied Linguistics, 21(1), 1–20. https://doi.org/10.1075/aral.21.1.01car
Choi, I., Land, S. M., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5-6), 483-511. https://doi.org/10.1007/s11251-005-1277-4
Choi, K., Lee, H., Shin, N., Kim, S. W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670–697. https://doi.org/10.1002/tea.20424
Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 187-220.
De Backer, L., Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. Instructional Science, 40(3), 559-588. https://doi.org/10.1007/s11251-011-9190-5
de Boer, H., Donker, A. S., & van der Werf, M. P. (2014). Effects of the attributes of educational interventions on students’ academic performance: A meta-analysis. Review of Educational Research, 84(4), 509-545. https://doi.org/10.3102/0034654314540006
Djudin, T. (2017). Using metacognitive strategies to ımprove reading comprehension and solve a word problem. Journal of Education, Teaching and Learning, 2(1), 124-129.
Dole, J. A., Nokes, J. D., & Drits, D. (2009). Cognitive strategy instruction. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 347-372). New York, NY: Routledge.
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Fang, Z. & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. The Journal of Educational Research, 103(4), 262-273. https://doi.org/10.1080/00220670903383051
Fiorella, L. & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741. https://doi.org/10.1007/s10648-015-9348-9
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Yıl 2023, Cilt: 10 Sayı: 1, 1 - 24, 31.03.2023

Gülfem Dilek Yurttaş Kumlu Nejla Yürük

https://doi.org/10.33200/ijcer.1082537

Öz

Kaynakça

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235-244. http://dx.doi.org/10.5539/elt.v6n10p235
Akgul, P. (2010). Üstkavramsal faaliyetlerle zenginleştirilmiş kavramsal değişim metinlerinin fen bilgisi öğretmen adaylarının “ısı ve sıcaklık” konusundaki kavramsal anlamalarına etkisi [The effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers' conceptual understanding about heat and temperature] (Master’s thesis). Retrieved from Turkey Digital Theses database. (Publication No. 277999).
Al-Hassan, S. (2003). Reciprocal peer tutoring effect on high frequency sight word learning, retention, and generalization of fırst- and second grade urban elementary school students (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (Publication No. 3148152)
Alegre-Ansuátegui, F. J., Moliner, L., Lorenzo, G., & Maroto, A. (2018). Peer tutoring and academic achievement in mathematics: A meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education 14(1), 337–354. https://doi.org/10.12973/ejmste/79805.
Author (2016). Doctoral dissertation, Gazi University. Turkey Digital Theses database.
Baker, L., Dreher, M. J., Shiplet, A. K., Beall, L. C., Voelker, A. N., Garrett, A. J., ... & Finger-Elam, M. (2017). Children’s comprehension of informational text: Reading, engaging, and learning. International Electronic Journal of Elementary Education, 4(1), 197-227.
Blasiman, R. N., Dunlosky, J., & Rawson, K. A. (2017). The what, how much, and when of study strategies: Comparingintended versus actual study behaviour. Memory, 25(6), 784–792. http://dx.doi.org/10.1080/09658211.2016.122197
Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities. Journal of Learning Disabilities, 38(5), 424-433.
Carrell, P. L. (1998). Can reading strategies be successfully taught? Australian Review of Applied Linguistics, 21(1), 1–20. https://doi.org/10.1075/aral.21.1.01car
Choi, I., Land, S. M., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5-6), 483-511. https://doi.org/10.1007/s11251-005-1277-4
Choi, K., Lee, H., Shin, N., Kim, S. W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670–697. https://doi.org/10.1002/tea.20424
Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 187-220.
De Backer, L., Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. Instructional Science, 40(3), 559-588. https://doi.org/10.1007/s11251-011-9190-5
de Boer, H., Donker, A. S., & van der Werf, M. P. (2014). Effects of the attributes of educational interventions on students’ academic performance: A meta-analysis. Review of Educational Research, 84(4), 509-545. https://doi.org/10.3102/0034654314540006
Djudin, T. (2017). Using metacognitive strategies to ımprove reading comprehension and solve a word problem. Journal of Education, Teaching and Learning, 2(1), 124-129.
Dole, J. A., Nokes, J. D., & Drits, D. (2009). Cognitive strategy instruction. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 347-372). New York, NY: Routledge.
Dole, J. A. & Sinatra, G. M. (1998). Reconceptalizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2-3), 109-128. https://doi.org/10.1080/00461520.1998.9653294
Fang, Z. & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. The Journal of Educational Research, 103(4), 262-273. https://doi.org/10.1080/00220670903383051
Fiorella, L. & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741. https://doi.org/10.1007/s10648-015-9348-9
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906.
Garner, R. (1987). Metacognition and reading comprehension. Westport, CT: Ablex Publishing.
Glogger, I., Schwonke, R., Holzäpfel, L., Nückles, M., & Renkl, A. (2012). Learning strategies assessed by journal writing: prediction of learning outcomes by quantity, quality, and combinations of learning strategies. Journal of Educational Psychology, 104, 452–468. https://doi.org/10.1016/j.tsc.2018.02.001
Gunstone, R. F., & Mitchell, I. J. (1998). Metacognition and conceptual change. In J. J. Mintzes, J. H. Wandersee & J. D. Novak (Eds.), Teaching science for understanding: A human constructivist view (pp.133-163). Academic Press.
Halim, N., Arif, M. M., & Supramaniam, K. (2020). Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre. Asian Journal of University Education, 16(1), 22-31.
Hennessey, M. G. (1999, March). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the Annual Meeting of the NationalAssociation for Research in Science Teaching, Retrieved from https://eric.ed.gov/?id=ED446921
Johnson, B. E., & Zabrucky, K. M. (2011). Improving middle and high school students' comprehension of science texts. International Electronic Journal of Elementary Education, 4(1), 19-31.
Kumlu, G. (2012). Alternatif kavramlara sahip fen ve teknoloji öğretmen adaylarında fen metinlerini okurlarken aktif hale gelen bilişsel ve üstbilişsel stratejiler [Cognitive and metacognitive strategies activated while the science texts being read by science and technology pre-service teachers having alternative concepts] (Master’s thesis). Retrieved from Turkey Digital Theses database. (Publication No. 317153)
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Toplam 82 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Alan Eğitimleri
Bölüm	Articles
Yazarlar	Gülfem Dilek Yurttaş Kumlu 0000-0003-4741-2654 Nejla Yürük 0000-0001-9240-750X
Erken Görünüm Tarihi	31 Mart 2023
Yayımlanma Tarihi	31 Mart 2023
Yayımlandığı Sayı	Yıl 2023 Cilt: 10 Sayı: 1

Kaynak Göster

APA	Yurttaş Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by pre-service science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537