METACOGNITIVE READING STRATEGIES USED IN CHEMISTRY TEXTS

This research aimed at analyzing the metacognitive strategies of a group of junior-high school students when reading a chemistry text. The methodology used was of the type of descriptive and of the field. The information was gathered through a 13-item questionnaire subject to valuation and approval by a group of specialists in reading, evaluation, and chemistry teaching. The sample was composed by 27 ninth-grade students in a public institution in Mérida downtown, Venezuela. It is concluded that no conscious or reflective reading is shown, i.e. metacognitive reading strategies were not applied by the students, and this could have allowed them to get a whole comprehension of the text, which is vital for a significant learning.