ELEMENTARY AND NATURAL SCIENCE TEACHERS’ ONLINE READING METACOGNITION

TitleELEMENTARY AND NATURAL SCIENCE TEACHERS’ ONLINE READING METACOGNITION
Publication TypeJournal Article
Year of Publication2015
AuthorsAberšek, MK, Dolenc, K, Kovačič, D
JournalJournal of Baltic Science Education
Volume14
Issue1
Start Page121-131
PaginationContinuous
Date PublishedFebruary/2015
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1143042
Keywordslinear text reading metacognition, online metacognition, reading metacognition, SCIENCE teachers
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.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1143042
Refereed DesignationRefereed
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