Abstract
The chapter analyzes the strategy of comprehension monitoring when acquiring knowledge from science texts. Also, secondary school students’ failures in comprehension monitoring are identified in terms of its components processes. Two phases are distinguished in the monitoring of comprehension: the evaluation phase-knowing if one understands--and the regulation phase — taking action to repair identified problems. Science students may fail in evaluating comprehension because of the use of inappropriate cognitive strategies or inadequate comprehension standards. The problems identified in the regulation phase are related to low levels of acceptable coherence in the knowledge structures created by the students.
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Otero, J. (1996). Components of Comprehension Monitoring in the Acquisition of Knowledge from Science Texts. In: Fisher, K.M., Kibby, M.R. (eds) Knowledge Acquisition, Organization, and Use in Biology. NATO ASI Series, vol 148. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-61047-9_3
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DOI: https://doi.org/10.1007/978-3-642-61047-9_3
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