Abstract
This study aimed to examine and identify reading comprehension problems among biology majors; improve their reading comprehension, reading strategies and promote metacognition in classroom teaching. Fourteen sophomore biology students in Plant Systematics were assigned 3 articles on separate occasions. A reading survey was conducted and data analyzed showed all participants lack vocabulary. Participants demonstrate reading strategies like reading aloud, writing questions, re-reading, note taking or a combination of these. Several participants identified factors that delay their rate of comprehending articles and learned new strategies to improve their reading. The use of metacognition in classroom teaching is thus important to develop participants’ awareness and skills in monitoring their reading comprehension.
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Partosa, J.D. (2012). Using Metacognition as a Tool to Advance Reading Comprehension in a Science Class. In: Kim, M., Diong, C.H. (eds) Biology Education for Social and Sustainable Development. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-927-5_8
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DOI: https://doi.org/10.1007/978-94-6091-927-5_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-927-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
