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

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dc.contributor.authorYurttas Kumlu, Gulfern Dilek
dc.contributor.authorYuruk, Nejla
dc.date.accessioned2025-03-23T19:30:01Z
dc.date.available2025-03-23T19:30:01Z
dc.date.issued2020
dc.departmentSinop Üniversitesi
dc.description.abstractThe 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.
dc.identifier.doi10.16986/HUJE.2019050024
dc.identifier.endpage77
dc.identifier.issn2536-4758
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85078916357
dc.identifier.scopusqualityN/A
dc.identifier.startpage55
dc.identifier.trdizinid386278
dc.identifier.urihttps://doi.org/10.16986/HUJE.2019050024
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/386278
dc.identifier.urihttps://hdl.handle.net/11486/4985
dc.identifier.volume35
dc.identifier.wosWOS:000508544900004
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isotr
dc.publisherHacettepe Univ
dc.relation.ispartofHacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250323
dc.subjectConceptual understanding
dc.subjectexpository science text
dc.subjectcognitive and metacognitive strategies
dc.subjectpre-service-science teachers
dc.subjectheat-temperature
dc.titleThe Effect of Cognitive and Metacognitive Strategies that Become Activated While Reading the Expository Science Text on Conceptual Understanding
dc.typeArticle

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