Using Epistemic Network Analysis to Visually Map a Metacognitive Continuum of Urban Fourth Graders’ Strategies for Navigating Multimodal Science Texts

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-10-27 DOI:10.1086/711296
Sharon M. Pratt, Julianne Coleman
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引用次数: 3

Abstract

This convergent mixed-methods study investigated what urban fourth-grade students self-reported for navigating multimodal science books. Reported strategies included general reading processes, clarifying understanding, selecting portions to read, choosing an order to read the text, and interpreting the process in the text. A range of metacognitive awareness in navigating multimodal science books included categories of Limited, Novice, Competent, and Expert. Using Epistemic Network Analysis to visually map the cognitive processes students reported, we found urban students within this study relied on general literacy strategies including comprehension strategies, traditional text directionality, and identifying informational text features. Fewer students reported using more sophisticated strategies for interpreting multimodal science books, such as previewing or integrating written text and visual representations. This study provides evidence that disciplinary literacy instruction should go beyond general literacy strategies to equip students with more specific strategies for integrating the written text and visual representations in multimodal science texts.
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运用认知网络分析视觉绘制城市四年级学生浏览多模态科学文本策略的元认知连续体
这项趋同的混合方法研究调查了城市四年级学生在浏览多模式科学书籍时的自我报告。报告的策略包括一般阅读过程、澄清理解、选择阅读部分、选择阅读顺序以及解释文本中的过程。在浏览多模式科学书籍时,一系列的元认知意识包括有限、新手、胜任和专家。使用认知网络分析来直观地绘制学生报告的认知过程,我们发现本研究中的城市学生依赖于一般的识字策略,包括理解策略、传统文本定向性和识别信息文本特征。较少的学生报告说,他们使用更复杂的策略来解读多模式科学书籍,例如预览或整合书面文本和视觉表达。这项研究提供了证据,表明学科识字教学应该超越一般的识字策略,为学生提供更具体的策略,将书面文本和视觉表征整合到多模式科学文本中。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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