Designing metacognitive chemical reading: A stimulant for chemistry problem posing

Abstract

An investigation has been conducted to find the criteria of a metacognitive chemical reading for stimulating a chemical problem posing activity. A number of twenty undergraduate students on chemistry education has joined voluntarily to this study. Two chemical articles on the application of the chemical equilibrium topic were designed based on some characteristics toward article structures, tetrahedral of chemistry education (the humanistic approach in a new paradigm of chemistry education), and the properties of a scientific reading. A think-aloud protocol was conducted to reveal the students’ metacognitive behaviours during chemical reading activity. Transcriptions of the activities were analysed in sentence by sentence to find the specific metacognitive behaviours on each sentence. A measurement to the reading speed was conducted for seeking the reading pattern on chemical reading activities. Through a phenomenological reduction method all metacognitive expressions were interpreted to the chemical reading parameters for stimulating the chemical problem posing. This study indicated that the dependent multi-representations have enhanced the interest, the metacognitive expression, and the thinking process of students. Moreover, the findings showed that the specific locations of the chemical representations, the reading speed spent by considering the chemical understanding, the maximum words for chemical reading activity, the time allocation for the chemical representation, and the chemical reading properties contributed the metacognitive chemical reading activities.