| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 99 === This study is an action research on teaching students about science reading by taking meta-cognitive approach. The researcher not only taught six-grade students to learn energy-related content in science reading, but also guided them to use meta-cognitive approach in terms of learning self-goal-setting, self-monitoring, self-evaluating, and self-revision of the science reading process. It enhanced the participant children's meta-cognition and science reading ability and promoted science learning consequently.
This research was designed to teach three units. Through the “plan, action and reflection” cycles of action research, the research results were as follows:
1.The meta-cognition approach of teaching in science reading was feasible, and it helped students to promote their science reading ability.
2.Most students enhanced their performance of science knowledge, and the reading comprehension after this action research.
3.A few students’ skill of meta-cognition grew up after the teaching of meta-cognitive science reading. A few low to medium achievement students produced learning transfer in meta-cognitive reading after this action research.
4.The researcher learned the course-design, teaching strategies, role playing regarding to pedagogical knowledge of science reading, and also developed meta-cognition skills after the action research.
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