Process indicators in metacognitive regulation while reading science texts

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Published: Feb 14, 2019

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Juan José Calvo Valiente
Universitat de València
Ángela Gómez López
Universitat de València
Juan José Fernández Rivera
Universitat Jaume I. Castellón
Vicente Sanjosé López
Universitat de València
Vol. 3 No. 1 (2019), Research in science education, pages 1-13
DOI: https://doi.org/10.17979/arec.2019.3.1.4624
Submitted: Oct 26, 2018 Accepted: Feb 7, 2019 Published: Feb 14, 2019
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Abstract

The present work aimed at analyzing the actions made when readers try to monitor their comprehension of science texts. University pre-service teachers read-and-judged the comprehensibility of manipulated texts having embedded inconsistencies which involved main ideas. Task was made individually on a computer and reader’s actions and result were registered using the software Read & Answer. In line with models for comprehension of information, and for monitoring some “process indicators” were proposed. These indicators were elaborated from the data registered by Read & Answer and proved to be high effective in discriminating correct from wrong outputs in the monitoring task.

Keywords:

Science Education, metacognition, reading comprehension skills, process indicators, pre-service teachers

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