Using Question Prompts as Metacognitive Scaffolds in Science Reading Comprehension
Ningchun Han, Steven Crooks, Texas Tech University, United States ; Kui Xie, University of Oklahoma, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of the study is to investigate the effectiveness of question prompts on fostering metacognition and enhancing reading comprehension in science learning. Specifically this study examines how question prompts should be delivered and answered with the assistance of technology-based support to best promote metacognition and enhance reading comprehension in science learning materials. In the study, we'll investigate the effects of question prompt structure (structured vs. unstructured) and response mode to the question prompts (keyed-in response vs. mental response) on fostering metacognition and comprehension. It is hypothesized that structured question prompts when answered by being keyed in will better promote learners' metacognition and enhance reading comprehension than unstructured question prompts answered mentally. The result of this research will provide a guide to the instructors that how question prompts should be used as a metacognitive scaffold to promote science reading comprehension.
Han, N., Crooks, S. & Xie, K. (2005). Using Question Prompts as Metacognitive Scaffolds in Science Reading Comprehension. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1405-1408). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).
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Effects of questioning advance organizers on learning outcomes in a web-based learning object on research and academic skills
Christine Brunn, Fachhochschule Lübeck, Germany; Joshua Weidlich & Theo Bastiaens, FernUniversität in Hagen, Germany
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1951–1960
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