ELEMENTARY AND NATURAL SCIENCE TEACHERS’ ONLINE READING METACOGNITION-Reference-Cited by-同舟云学术

ELEMENTARY AND NATURAL SCIENCE TEACHERS’ ONLINE READING METACOGNITION

Published:2015-02-20 Issue:1 Volume:14 Page:121-131
ISSN:2538-7138
Container-title:Journal of Baltic Science Education
language:en
Short-container-title:JBSE

Author:

Kordigel Aberšek Metka¹,Dolenc Kosta¹,Kovačič Domen²

Affiliation:

1. University of Maribor, Slovenia

2. Institute Anton Martin Slomšek, Slovenia

Abstract

A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers’ metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers’ online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics. Key words: reading metacognition, linear text reading metacognition, online metacognition, informative and explicatory text online reading metacognition.

Publisher

Scientia Socialis Ltd

Subject

Education

Reference30 articles.

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