Does the K-W-L reading strategy enhance student understanding in an honors high school science classroom?

摘要

For the purpose of revealing ninth and tenth grade honors science student misconceptions, activating prior knowledge, and incorporating new content knowledge into pre-existing knowledge, the K-W-L reading strategy was implemented with students. This cross-over study examines the effectiveness of Ogle's (1986) K-W-L reading strategy, derived from the phrases: "What I Know," "What do I Want to Learn?," and "What I Learned," for six biology units taught during one academic year to comparison groups. To evaluate conceptual understanding, instruments based on Tan, Goh, Chia, and Treagust's (2002) two-tier multiple-choice instrument and Naylor and Keogh's (2000) Concept Cartoons, were created for each unit. A holistic rubric was used to score the student's answers. The results of the study suggest no statistically significant difference in overall student assessment scores with versus without the use of the K-W-L reading strategy.