Enhancing Students' Concept Understanding through Collaborative-Metacognitive Use of Science Literature

Autor/inn/en	Daloos, Ma. Lara Angela Santos; Paderna, Edwehna Elinore S.
Titel	Enhancing Students' Concept Understanding through Collaborative-Metacognitive Use of Science Literature
Quelle	In: Research in Science Education, 53 (2023) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10049-7
Schlagwörter	Metacognition; Scientific Concepts; Concept Formation; Science Instruction; Teaching Methods; Reading Comprehension; Cooperative Learning; Cartoons; Singing; Scientific Research; Poetry; Folk Culture; Visual Aids; Literary Genres; Cues; Journal Writing; Grade 2; Elementary School Students; Comparative Analysis; Conventional Instruction + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Kooperatives Lernen; Zeichentrickfilm; Gesang; Lyrik; Poesie; Anschauungsmaterial; Literarische Form; Stichwort; Zeitschriftenaufsatz; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	Collaborative-metacognitive use of science literature teaching approach (CMSLTA) refers to a researcher-made teaching approach from the Philippines that comprises four components, namely (a) formation of groups with three to four members who have varied reading comprehension ability and assigned rotating roles; (b) use of Scientific Method Learning Plan; (c) reading a science literature including a comic strip, song, parable, poem, infographic, and short story; and (d) answering collaborative-metacognitive prompts in the learning journal. There are separate research studies on the use of science literature and collaborative metacognition in instruction. However, there is a dearth of studies combining the two teaching approaches. In this light, this research examined the effects of CMSLTA on grade 2 students' concept understanding of plants and animals. A two-group pretest--posttest quasi-experimental design was employed on 74 grade 2 students aged six to eight. One group was exposed to CMSLTA while the other group was exposed to the conventional teaching approach (CTA). Findings revealed that CMSLTA significantly improved students' concept understanding. Remarkably, this research aids educators in providing students with early exposure to science and understanding science concepts through the combined use of science literature and collaborative metacognition as a teaching approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01