The Effect of Cognitive and Metacognitive Strategies that Become Activated While Reading the Expository Science Text on Conceptual Understanding

Year 2020, Volume: 35 Issue: 1, 55 - 77, 31.01.2020

Gülfem Dilek Yurttaş Kumlu Nejla Yürük

Abstract

The aim of this research is to examine the cognitive and metacognitive strategies, the products of metacognitive processes that were active in pre-service science teachers’ mind who changed or who did not change their conceptual understanding after reading an expository science text about heat and temperature. Case study was used in this study. Nine volunteer pre-service science teachers who had a variety of alternative conceptions in terms of both the number and diversity participated in this study. In order to examine their conceptual understandings regarding to heat-temperature in detail, before and after reading the expository science texts, semi-structured interviews were conducted with each of them as a pre and post-interview. To be able to identify their cognitive and metacognitive strategies and the products of metacognitive processes, they were asked to read aloud and think aloud as they read the texts and semi-structured interviews were conducted after their reading assignment. Based on the data analysis, it was found that the pre-service science teachers who changed their alternative conceptions to scientific conception after reading used more strategies and the products of metacognitive processes in terms of both number and diversity and the aim of using strategies and the products of metacognitive processes were mostly to activate their metaconceptual process such as awareness, monitoring, and evaluating.

Keywords

Conceptual understanding, expository science text, cognitive and metacognitive strategies, pre-service-science teachers, heat-temperature

Açıklayıcı Fen Metni Okunurken Aktif Hale Gelen Bilişsel ve Üstbilişsel Stratejilerin Kavramsal Anlamaya Etkisi

Abstract

Bu araştırmanın amacı kavramsal anlamasında değişim olan ve olmayan fen bilgisi öğretmen adaylarının, ısı-sıcaklık ile ilgili hazırlanmış açıklayıcı metni okurlarken zihinlerinde aktif hale gelen bilişsel - üstbilişsel stratejileri ile süreç ürünlerini ve kullanım amaçlarını incelemektir. Araştırmada durum çalışması kullanılmıştır. Isı-sıcaklık konusunda hem sayı hem de çeşitlilik açısından fazla alternatif kavrama sahip olduğu belirlenen 9 öğretmen adayı araştırmaya katılmıştır. Bu öğretmen adaylarının ısı-sıcaklık ile ilgili kavramsal anlamaları hakkında detaylı bilgi edinmek amacıyla bu öğretmen adayları ile hem metin öncesi hem de metin sonrası görüşme yapılmıştır. Bu öğretmen adaylarının ısı-sıcaklık ile ilgili bir metni okurken kullandıkları stratejileri ve süreç ürünlerini belirlemek için öğretmen adaylarından ilgili metni sesli okumaları ve sesli düşünmeleri istenmiştir. Kullandıkları stratejilerin ve süreç ürünlerinin bilişsel ya da üstbilişsel olup olmadığını belirlemek amacıyla metin okuma süreci tamamlandıktan sonra kullanım amaçlarını belirlemeye yönelik yarı-yapılandırılmış görüşme yapılmıştır. Elde edilen veriler analiz edildikten sonra, metin okuma öncesi sahip olduğu alternatif kavramı, metin okuma süreci sonrasında gideren öğretmen adaylarının metni okuma sürecinde fazla sayıda strateji ile süreç ürünleri kullandıkları ve bunların daha çok üstkavramsal faaliyetleri aktif hale getirmek amacıyla kullanıldığı belirlenmiştir.

Keywords

Kavramsal anlama, açıklayıcı metin, bilişsel ve üstbilişsel stratejiler, öğretmen adayları, ısı-sıcaklık

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