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CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS

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ABSTRACT

There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from 1998 to 2012 using an SRL interpretative framework to reveal critical features and relationships in the science reading research. A cross-study comparison revealed that most researchers had applied mixed methods approaches (68 %), used instructional cues as an intervention (47 %), and collected both performance and process data (50 %). The summary figures indicated that a variety of instructional cues had different effects on science reading and SRL strategies and that there were interactions between task conditions and cognitive conditions. Customized or personalized metacognitive prompts are especially useful for comprehending hypertexts and conducting online information searches. Based on the findings, it was suggested that future research should apply the COPES model for SRL to design instructional cues for learners and to investigate how external task conditions influence cognitive conditions, self-regulated processes, and reading performance across different science text genres.

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Authors and Affiliations

  1. Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan

    Ying-Shao Hsu, Miao-Hsuan Yen & Wen-Hua Chang

  2. Institute of Education, National Chiao Tung University, Hsinchu, Taiwan, Republic of China

    Chia-Yu Wang

  3. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan, Republic of China

    Sufen Chen

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  1. Ying-Shao Hsu
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  2. Miao-Hsuan Yen
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  3. Wen-Hua Chang
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  4. Chia-Yu Wang
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  5. Sufen Chen
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Correspondence to Sufen Chen.

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Hsu, YS., Yen, MH., Chang, WH. et al. CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS. Int J of Sci and Math Educ 14 (Suppl 1), 1–27 (2016). https://doi.org/10.1007/s10763-014-9574-5

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  • DOI: https://doi.org/10.1007/s10763-014-9574-5

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