Advanced search
Publication Cover
International Journal of Science Education Volume 36, 2014 - Issue 4
Submit an article Journal homepage
974
Views
13
CrossRef citations to date
0
Altmetric
Original Articles

Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies

Jing-Ru WangGraduate Institute of Mathematics and Science Education, National Pingtung University of Education, No. 4-18 Minsheng Rd., Pingtung90003, TaiwanCorrespondence[email protected]
,
Shin-Feng ChenDepartment of Education, National Pingtung University of Education, Pingtung, Taiwan
,
I. FangGraduate Institute of Mathematics and Science Education, National Pingtung University of Education, No. 4-18 Minsheng Rd., Pingtung90003, Taiwan
&
Ching-Ting ChouGraduate Institute of Mathematics and Science Education, National Pingtung University of Education, No. 4-18 Minsheng Rd., Pingtung90003, Taiwan
Pages 693-713 | Published online: 09 Aug 2013

Citations (13)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (3)

Gulfem Dilek Yurttas-Kumlu. (2022) Metaconceptual activities of pre-service science teachers about the design of process to teach science concept. International Journal of Science Education 44:10, pages 1639-1658.
Read now
Yehudit Judy Dori, Shirly Avargil, Zehavit Kohen & Liora Saar. (2018) Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education 40:10, pages 1198-1220.
Read now
Léonard P. Rivard & Ndeye R. Gueye. (2016) Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers. International Journal of Science Education 38:7, pages 1150-1173.
Read now

Articles from other publishers (10)

Gülfem Dilek YURTTAŞ KUMLU & Nejla YÜRÜK. (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, pages 1-24.
Crossref
Sulaiman M. Al-Balushi, Ibrahim S. Al-Harthy, Rashid S. Almehrizi, Khalid K. Al-Saadi, Mohammed S. Al-Aghbari & Moza Al-Balushi. (2022) Metacognitive Awareness Perceptions of Students with High and Low Scores on TIMSS-Like Science Tests. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 10:3, pages 73-82.
Crossref
Sulaiman M. Al-Balushi, Nasser Mansour, Rashid S. Almehrizi, Abdullah K. Ambusaidi & Ibrahim S. Al-Harthy. (2022) The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities. Eurasia Journal of Mathematics, Science and Technology Education 18:11, pages em2184.
Crossref
David Meyer & Verena Pietzner. (2022) Reading textual and non-textual explanations in chemistry texts and textbooks – a review. Chemistry Education Research and Practice 23:4, pages 768-785.
Crossref
Syahmani, P Saadi, D Clarita & A Sholahuddin. (2021) Guided inquiry assisted by metacognitive questions to improve metacognitive skills and students conceptual understanding of chemistry. Journal of Physics: Conference Series 1760:1, pages 012023.
Crossref
Ah-Fur Lai, Chih-Hung Chen & Gon-Yi Lee. (2019) An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology 50:1, pages 232-247.
Crossref
Miao-Hsuan Yen, Chia-Yu Wang, Wen-Hua Chang, Sufen Chen, Ying-Shao Hsu & Tzu-Chien Liu. (2017) Assessing Metacognitive Components in Self-Regulated Reading of Science Texts in E-Based Environments. International Journal of Science and Mathematics Education 16:5, pages 797-816.
Crossref
Shirly Avargil, Rea Lavi & Yehudit Judy Dori. 2018. Cognition, Metacognition, and Culture in STEM Education. Cognition, Metacognition, and Culture in STEM Education 33 64 .
Tetsuya HISASAKA. (2016) Review of Research Trends on Metacognition in Science Education in Japan. Journal of Research in Science Education 56:4, pages 397-408.
Crossref
Jing-Ru Wang & Shin-Feng Chen. (2014) Exploring mediating effect of metacognitive awareness on comprehension of science texts through structural equation modeling analysis. Journal of Research in Science Teaching 51:2, pages 175-191.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.