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Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction


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Authors

DOI:

https://doi.org/10.33200/ijcer.1082537

Keywords:

Cognitive strategies, Metacognitive strategies, Strategy instruction, Conceptual change

Abstract

Çalışma, fen bilgisi öğretmenliği adaylarının öğretim öğretimi, açık okuma öğretim öğretimi ve akran eğitimi okuma öğretim öğretimine maruz kalmaktan sonra ısı-sıcaklık öğretimi okumaya çalıştıkları ve üstbilişsel ağırlık ve çalıştırma ve üstbilişsel sürecin uzamasını araştırmayı amaçlamıştır. Bu çalışma, özellikle kalıcı bir anlamayı geliştirme için farklı kaynakları okuma eğitim öğretimi türlerine maruz kalantan sonra bireylerin elden çıkarmaları ve üstbilişsel okuma stratejilerini belirlemeleri açısından diğer strateji öğretimi araştırmalarından uzunluklarını göstermektedir.Bu içerikleri, öğretmen adaylarının okuma stratejisi eğitimini almayan (n = 9), açık okuma stratejisi eğitimini (n = 10) almayan üç gruptan bir atanmadığı bütüncül çoklu durum çalışması kullanılmıştır. Okuma Stratejileri Üst Bilişsel Farkındalık Envanterinden aldıkları puanlara ve aralarındaki iyi karşılaşmaya bağlı olarak akran eğitimi (n = 10). Strateji eğitiminin içeriği, algısal anlamayı ve alışkanlıklarını değiştirmeyi yaygın olarak bulunan çalıştırma ve üstbilişsel eylemleri harekete geçirme için kullanılan çeşitli alana özgü okumayı anlama stratejilerini içerir.Bilişsel azaltma ve indirgeme biçimlerin ülkelerin kullanma davranışlarının ve boyutların açık strateji öğretimi nesnelerinin en yüksek olduğu, üstbilişin azaltılmasının ve üstbiliş açıklamalarının ağırlıklandırma okuma tüketiminin giderilmesinin sonundaki öğretim sınıfına göre daha çeşitli ve sık olduğu bir araya getirilmiştir. talimat grubu.

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YURTTAŞ KUMLU, G. D., & YÜRÜK, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1–24. https://doi.org/10.33200/ijcer.1082537

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