Comprehension Evaluation and Regulation in Learning from Science Texts
نویسندگان
چکیده
Metacognitive variables mfluence students’ leaming from science texts. This atticle deals with the comprehension monitoring abilities of secondary school science students, one of the amas of metacognition which has drawn considerable attention from researchers. The aims of the study are, in particular: (a) to know the extent to which comprehension is monitored by sccondary sciencc students as rcvealed by inconsistency detection in manipulated science texts. and (b) ta identify the strategies used lo regulate comprehension by the students who detect the inconsistencies. The resnlts indtcate that knowing that ene understands or fails to understand science texts could be as impottant a problem as understanding proper. Besides, some incorrect regulatory strategies used by students who notice thc inconsistencies in the texts am identified. These could also have an annoying mfluencc in the rcgulatory bchavior of students when studymg regular science texts.
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