The Role of Regulation and Processing Strategies in Understanding Science Text Among University Students

References

• Ahopelto, I., Mikkilä-Erdmann, M., Anto, E., & Penttinen, M. (2011). Future elementary school teachers' conceptual change concerning photosynthesis. Scandinavian Journal of Educational Research, 55(5), 503–515.
   Google Scholar
• Ahopelto, I., Mikkilä-Erdmann, M., Penttinen, M., & Anto, E. (2009). Yhteyttäminen ja käsitteellinen muutos – interventio luokanopettajaopiskelijoilla. [Photosynthesis and conceptual change – An Intervention study with student teachers]. Kasvatus, 40(4), 307–316.
   Google Scholar
• Barker , M. and Carr , M. 1989 . Photosynthesis: Can our pupils see the wood for the trees? . Journal of Biological Education , 23 ( 1 ) : 41 – 44 . (doi:10.1080/00219266.1989.9655022)
   Web of Science ®Google Scholar
• Beck , I. L. , McKeown , M. G , Sinatra , G. M. and Loxterman , J. A. 1991 . Revising social studies text from a text processing perspective: Evidence of improved comprehensibility . Reading Research Quarterly , 26 ( 3 ) : 251 – 278 . (doi:10.2307/747763)
   Web of Science ®Google Scholar
• Biggs , J. B. 1979 . Individual differences in study processes and the quality of learning outcomes . Higher Education , 8 : 381 – 394 . (doi:10.1007/BF01680526)
   Web of Science ®Google Scholar
• Boekarts , M. 1997 . Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students . Learning and Instruction , 7 ( 2 ) : 161 – 186 . (doi:10.1016/S0959-4752(96)00015-1)
   Web of Science ®Google Scholar
• Boekarts , M. 1999 . Self-regulated learning: Where we are today . International Journal of Educational Research , 31 : 445 – 457 . (doi:10.1016/S0883-0355(99)00014-2)
   Google Scholar
• Broughton , S. H. , Sinatra , G. M. and Reynolds , R. E. 2010 . The nature of the refutation text effect: An investigation of attention allocation . Journal of Educational Research , 103 : 407 – 423 . (doi:10.1080/00220670903383101)
   Web of Science ®Google Scholar
• Brown , A. 1987 . “ Metacognition, executive control, and other more mysterious mechanisms ” . In Metacognition, motivation, and understanding , Edited by: Weinert , F. E. and Kluwe , R. H. 65 – 116 . Hillsdale , NJ : Lawrence Erlbaum .
   Google Scholar
• Chi , M. T.H. 2005 . Commonsense conceptions of emergent processes: Why some misconceptions are robust . Journal of Learning Sciences , 14 : 161 – 199 . (doi:10.1207/s15327809jls1402_1)
   Web of Science ®Google Scholar
• Chinn , C. A. and Brewer , W. F. 1993 . The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction . Review of Educational Research , 63 ( 1 ) : 1 – 49 . (doi:10.3102/00346543063001001)
   Web of Science ®Google Scholar
• Chinn , C. A. and Malhotra , B. A. 2002a . Children's responses to anomalous scientific data: How is conceptual change impeded? . Journal of Educational Psychology , 94 ( 2 ) : 327 – 343 . (doi:10.1037/0022-0663.94.2.327)
   Web of Science ®Google Scholar
• Chinn , C. A. and Malhotra , B. A. 2002b . Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks . Science Education , 86 : 175 – 218 . (doi:10.1002/sce.10001)
   Web of Science ®Google Scholar
• Coleman , E. B. 1998 . Using explanatory knowledge during collaborative problem solving in science . Journal of the Learning Sciences , 7 ( 3–4 ) : 387 – 427 . (doi:10.1080/10508406.1998.9672059)
   Web of Science ®Google Scholar
• Diakidoy , I. N. , Mouskounti , T. and Ioannides , C. 2011 . Comprehension and learning from refutation and expository texts . Reading Research Quarterly , 46 ( 1 ) : 22 – 38 . (doi:10.1598/RRQ.46.1.2)
   Web of Science ®Google Scholar
• Duit , R. and Treagust , D. F. 2003 . Conceptual change: A powerful framework for improving science teaching and learning . International Journal of Science Education , 25 ( 6 ) : 671 – 688 . (doi:10.1080/09500690305016)
   Web of Science ®Google Scholar
• Duit , R. , Treagust , D. F. and Widodo , A. 2008 . “ Teaching science for conceptual change: Theory and practice ” . In International handbook of research on conceptual change , Edited by: Vosniadou , S. 629 – 646 . New York : Routledge .
   Google Scholar
• Entwistle , N. and McCune , V. 2004 . The conceptual bases of study strategy inventories . Educational Psychology Review , 16 ( 4 ) : 325 – 345 . (doi:10.1007/s10648-004-0003-0)
   Web of Science ®Google Scholar
• Entwistle , N. and Ramsden , P. 1983 . Understanding student learning , London : Croom Helm .
   Google Scholar
• Evensen , D. H. , Salisbury-Glennon , J. D. and Glenn , J. 2001 . A qualitative study of six medical students in a problem-based curriculum: Toward a situated model of self-regulation . Journal of Educational Psychology , 93 ( 4 ) : 659 – 676 . (doi:10.1037/0022-0663.93.4.659)
   Web of Science ®Google Scholar
• Flavell , J. H. 1979 . Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry . American Psychologist , 34 ( 10 ) : 906 – 911 . (doi:10.1037/0003-066X.34.10.906)
   Web of Science ®Google Scholar
• Finnish National Board of Education . 2004 . National core curriculum for basic education 2004: National core curriculum for basic education intended for pupils in compulsory education , Vammala , , Finland : Vammala .
   Google Scholar
• Gilabert , R. , Martínez , G. and Vidal-Abarca , E. 2005 . Some good texts are always better: Text revision to foster inferences of readers with high and low background knowledge . Learning and Instruction , 15 : 45 – 68 . (doi:10.1016/j.learninstruc.2004.12.003)
   Web of Science ®Google Scholar
• Guzzetti , B. , Snyder , T. and Glass , G. 1992 . Promoting conceptual change in science: Can texts be used effectively . Journal of Reading , 35 : 642 – 649 .
   Google Scholar
• Guzzetti , B. J. , Snyder , T. E. , Glass , G. V. and Gamas , W. S. 1993 . Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science instruction . Reading Research Quarterly , 28 ( 2 ) : 116 – 159 . (doi:10.2307/747886)
   Web of Science ®Google Scholar
• Hegarty-Hazel , E. and Prosser , M. 1991 . Relationship between students' conceptual knowledge and study strategies—part 2: Student learning in biology . International Journal of Science Education , 13 ( 4 ) : 421 – 429 . (doi:10.1080/0950069910130405)
   Web of Science ®Google Scholar
• Hynd , C. 2001 . Refutational texts and the change process . International Journal of Educational Research , 35 : 699 – 714 . (doi:10.1016/S0883-0355(02)00010-1)
   Google Scholar
• Jolliffe , I. T. 2002 . Principal component analysis , 2 , New York : Springer .
   Google Scholar
• Limón , M. 2001 . On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal . Learning and Instruction , 11 : 357 – 380 . (doi:10.1016/S0959-4752(00)00037-2)
   Web of Science ®Google Scholar
• Loyens , S. M.M. , Magda , J. and Rikers , R. M.J.P. 2008 . Self-directed learning in problem-based learning and its relationships with self-regulated learning . Educational Psychology Review , 20 : 411 – 427 . (doi:10.1007/s10648-008-9082-7)
   Web of Science ®Google Scholar
• Marton , F. and Säljö , R. 1976a . On qualitative differences in learning: I—Outcome and process . British Journal of Educational Psychology , 46 : 4 – 11 . (doi:10.1111/j.2044-8279.1976.tb02980.x)
   Web of Science ®Google Scholar
• Marton , F. and Säljö , R. 1976b . On qualitative differences in learning: II—Outcome as a function of the learner's conception of the task . British Journal of Educational Psychology , 46 : 115 – 127 . (doi:10.1111/j.2044-8279.1976.tb02304.x)
   Web of Science ®Google Scholar
• Mason , L. 2001 . Responses to anomalous data on controversial topics and theory change . Learning and Instruction , 11 : 453 – 483 . (doi:10.1016/S0959-4752(00)00042-6)
   Web of Science ®Google Scholar
• Mason , L. , Gava , M. and Boldrin , A. 2008 . On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest . Journal of Educational Psychology , 100 ( 2 ) : 291 – 309 . (doi:10.1037/0022-0663.100.2.291)
   Web of Science ®Google Scholar
• Mikkilä-Erdmann , M. 2001 . Improving conceptual change concerning photosynthesis through text design . Learning and Instruction , 11 : 241 – 257 . (doi:10.1016/S0959-4752(00)00041-4)
   Web of Science ®Google Scholar
• Mikkilä-Erdmann, M. (2002). Science learning through text: The effect of text design and text comprehension skills on conceptual change. In L. Mason & M. Limon (Eds.), Reframing the processes of conceptual change: Integrating theory and practice (pp. 337–353). Dordrecht, the Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Mikkilä-Erdmann, M., Penttinen, M., Anto, E., & Olkinuora, E. (2008). Constructing mental models during learning from science text. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 63–79). New York, NY: Springer.
   Google Scholar
• Mintzes , J. J. and Wandersee , J. H. 2005 . “ Research in science teaching and learning: A human constructivist view ” . In Teaching science for understanding: A human constructivist view , Edited by: Mintzes , J. J. , Wandersee , J. H. and Novak , J. D. 59 – 92 . San Diego , CA : Academic Press .
   Google Scholar
• Novak , J. D. 2002 . Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners . Science Education , 86 ( 4 ) : 548 – 571 . (doi:10.1002/sce.10032)
   Web of Science ®Google Scholar
• Perry , N. E. and Winne , P. H. 2006 . Learning from learning kits: Study traces of students' self-regulated engagements with computerized content . Educational Psychology Review , 18 : 211 – 228 . (doi:10.1007/s10648-006-9014-3)
   Web of Science ®Google Scholar
• Pintrich , P. R. 2000 . “ The role of goal orientation in self-regulated learning ” . In The handbook of self-regulation , Edited by: Boekaerts , M. , Pintrich , P. R. and Zeidner , M. 451 – 502 . San Diego , CA : Academic Press .
   Google Scholar
• Pintrich , P. R. , Marx , R. W. and Boyle , R. A. 1993 . Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change . Review of Educational Research , 63 ( 2 ) : 167 – 199 . (doi:10.3102/00346543063002167)
   Web of Science ®Google Scholar
• Posner , G. , Strike , K. , Hewson , P. and Gertzog , W. 1982 . Accommodation of a scientific conception: Toward a theory of conceptual change . Science Education , 66 : 211 – 227 . (doi:10.1002/sce.3730660207)
   Google Scholar
• Roth , K. J. 1990 . “ Developing meaningful conceptual understanding in science ” . In Dimensions of thinking and cognitive instruction , Edited by: Jones , B. and Idol , L. 139 – 175 . Hillsdale , NJ : Lawrence Erlbaum .
   Google Scholar
• Schraw , G. and Moshman , D. 1995 . Metacognitive theories . Educational Psychology Review , 7 ( 4 ) : 351 – 371 . (doi:10.1007/BF02212307)
   Web of Science ®Google Scholar
• Silén , C. and Uhlin , L. 2008 . Self-directed learning: A learning issue for students and faculty! . Teaching in Higher Education , 13 ( 4 ) : 461 – 475 . (doi:10.1080/13562510802169756)
   Web of Science ®Google Scholar
• Sinatra , G. M. 2005 . The “warming trend” in conceptual change research: The legacy of Paul R. Pintrich . Educational Psychologist , 40 : 107 – 115 . (doi:10.1207/s15326985ep4002_5)
   Web of Science ®Google Scholar
• Sinatra , G. M. and Mason , L. 2008 . “ Beyond knowledge: Learner characteristics influencing conceptual change ” . In International handbook of research on conceptual change , Edited by: Vosniadou , S. 560 – 582 . New York : Routledge .
   Google Scholar
• Stinner , A. 1995 . “ Science textbooks: Their present role and future form ” . In Learning science in the schools: Research reforming practice , Edited by: Glynn , S. M. and Duit , R. 275 – 296 . Hillsdale , NJ : Erlbaum .
   Google Scholar
• Vermunt , J. D. 1996 . Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis . Higher Education , 31 : 25 – 50 . (doi:10.1007/BF00129106)
   Web of Science ®Google Scholar
• Vermunt , J. D. 1998 . The regulation of constructive learning processes . British Journal of Educational Psychology , 68 : 149 – 171 . (doi:10.1111/j.2044-8279.1998.tb01281.x)
   Web of Science ®Google Scholar
• Vermunt , J. D. 2005 . Relations between student learning patterns and personal and contextual factors and academic performance . Higher Education , 49 : 205 – 234 . (doi:10.1007/s10734-004-6664-2)
   Web of Science ®Google Scholar
• Vermunt , J. D. 2007 . “ The power of teaching-learning environments to influence student learning ” . In Student learning and university teaching: Psychological aspects of education—current trends Edited by: Entwistle , N. and Tomlinson , P. 73 – 90 . (Monograph Series) British Journal of Educational Psychology. Leicester, UK: The British Psychological Society
   Google Scholar
• Vermunt , J. D.H. and van Rijswik , F. A.W.M. 1988 . Analysis and development of students' skill in self-regulated learning . Higher Education , 17 : 647 – 682 . (doi:10.1007/BF00143780)
   Web of Science ®Google Scholar
• Vermunt , J. D. and Verloop , N. 1999 . Congruence and friction between learning and teaching . Learning and Instruction , 9 : 257 – 280 . (doi:10.1016/S0959-4752(98)00028-0)
   Web of Science ®Google Scholar
• Vosniadou , S. 1994 . Capturing and modeling the process of conceptual change . Learning and Instruction , 4 : 45 – 69 . (doi:10.1016/0959-4752(94)90018-3)
   Google Scholar
• Vosniadou , S. , Ioannides , C. , Dimitrakopoulou , A. and Papademetriou , E. 2001 . Designing learning environments to promote conceptual change in science . Learning and Instruction , 11 : 381 – 419 . (doi:10.1016/S0959-4752(00)00038-4)
   Web of Science ®Google Scholar
• Vosniadou , S. , Vamvakoussi , X. and Skopeliti , I. 2008 . “ The framework theory approach to the problem of conceptual change ” . In International handbook of research on conceptual change , Edited by: Vosniadou , S. 3 – 34 . New York : Routledge .
   Google Scholar
• Wellington , J. and Osborne , J. 2009 . Language and literacy in science education , Glasgow , , UK : Open University Press .
   Google Scholar
• Zimmerman , B. J. 1989 . A social cognitive view of self-regulated academic learning . Journal of Educational Psychology , 81 ( 3 ) : 329 – 339 . (doi:10.1037/0022-0663.81.3.329)
   Web of Science ®Google Scholar
• Zimmerman , B. J. 2001 . “ Theories of self-regulated learning and academic achievement: An overview and analysis ” . In Self-regulated learning and academic achievement: Theoretical perspectives , Edited by: Zimmerman , B. J. and Schunk , D. H. 1 – 38 . London : Lawrence Erlbaum .
   Google Scholar