ELEMENTARY AND NATURAL SCIENCE TEACHERS' ONLINE READING METACOGNITION

被引：1

作者：

Abersek, Metka Kordigel ^{[1
]}

Dolenc, Kosta ^{[2
]}

Kovacic, Domen ^{[3
]}

机构：

[1] Univ Maribor, Fac Educ, SLO-2000 Maribor, Slovenia

[2] Univ Maribor, Fac Nat Sci & Math, SLO-2000 Maribor, Slovenia

[3] Inst Anton Martin Slomsek, Maribor 2000, Slovenia

来源：

JOURNAL OF BALTIC SCIENCE EDUCATION | 2015年 / 14卷 / 01期

关键词：

reading metacognition; linear text reading metacognition; online metacognition; informative and explicatory text online reading metacognition; STRATEGIES; AWARENESS;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

n 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.

引用

页码：121 / 131

页数：11

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