JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, May 2014, p. 5-12 DOI: http://dx.doi.org/10.1128/jmbe.v15i1.629
Supplemental Materials for Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course Kendra M. Hill*, Volker S. Brözel, and Greg A. Heiberger Department of Biology and Microbiology, South Dakota State University, Brookings, SD 57007
Table of Contents (Total pages 8)
Appendix 1: Pre-survey Appendix 2: Post-survey Appendix 3: Reading worksheet
*Corresponding author. Mailing address: South Dakota State University, Department of Biology and Microbiology, Box 2104A, Brookings, SD 57007. Phone: 605-688-4560. Fax: 605-688-6677. E-mail:
[email protected]. ©2014 Author(s). Published by the American Society for Microbiology. This is an Open Access article distributed under the terms of the a Creative Commons Attribution – Noncommercial – Share Alike 3.0 Unported License (http://creativecommons.org/licenses/by-nc-sa/3.0/), which permits unrestricted non-commercial use and distribution, provided the original work is properly cited.
JMBE ▪ 1752 N Street NW, Washington, DC 20036 (202) 942-9299 ▪ fax (202) 942-9329 ▪
[email protected] http://jmbe.asm.org
Appendix 1: Pre-survey. Directions: Listed below are statements about what people do when they read academic or school related materials such as textbooks or library books. After reading each statement, circle the number (1, 2, 3, 4, or 5) that applies to you using the scale provided. Please note that there are no right or wrong answers to the statements in this inventory. 1 2 3 4 5
means “I never or almost never do this.” means “I do this only occasionally.” means “I sometimes do this” (50% of the time). means “I usually do this.” means “I always or almost always do this.”
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.
I have a purpose in mind when I read. I take notes while reading to help me understand what I read. I think about what I know to help me understand what I read. I preview the text to see what it’s about before reading it. When text becomes difficult, I read aloud to help me understand what I read. I summarize what I read to reflect on important information in the text. I think about whether the content of the text fits my reading purpose. I read slowly but carefully to be sure I understand what I’m reading. I discuss what I read with others to check my understanding. I skim the text first by noting characteristics like length and organization. I try to get back on track when I lose concentration. I underline or circle information in the text to help me remember it. I adjust my reading speed according to what I’m reading. I decide what to read closely and what to ignore. I use reference material such as a dictionary to help me understand what I read. When the text becomes difficult, I pay closer attention to what I’m reading. I use tables, figures, and pictures in the text to increase my understanding. I stop from time to time and think about what I’m reading. I use context clues to help me better understand what I’m reading. I paraphrase (restate ideas in my own words) to better understand what I read. I try to picture or visualize information to help me remember what I read. I use typographical aids like boldface and italics to identify key information. I critically analyze and evaluate the information presented in the text. I go back and forth in the text to find relationships among ideas in it. I check my understanding when I come across conflicting information. I try to guess what the material is about when I read. When the text becomes difficult, I reread to increase my understanding. I ask myself questions I like to have answered in the text. I check to see whether my guesses about the text are right or wrong. I try to guess the meaning of unknown words or phrases. Biology is very interesting to me. I don’t like biology, and it scares me to have to take it. I am always under a terrible strain in a biology class. Biology is fascinating and fun. Biology makes me feel secure, and at the same time is stimulating. Biology makes me feel uncomfortable, restless, irritable, and impatient. In general, I have a good feeling toward biology. When I hear the world “biology,” I have a feeling of dislike. I approach biology with a feeling of hesitation. I really like biology. I have always enjoyed studying biology in school. It makes me nervous to even think about doing a biology experiment. I feel at ease in biology and like it very much. I feel a definite positive reaction to biology; it’s enjoyable.
1
Scholarly journals are publications by professional societies or college and university presses that report developments and research in a particular academic discipline. For example, in the field of psychology, scholarly journals include American Journal of Psychology, Journal of Abnormal Psychology, and Psychological Bulletin. Articles published in scholarly journals are usually peer reviewed. That is, before an article is published, other professionals in the field read the article and confirm that is legitimate, accurate, and worthwhile. 45. From this paragraph the reader may infer that A. Professional societies always review publications to ensure they are legitimate. B. Some journal articles may not be legitimate, accurate, or worthwhile. C. There is a lot of questionable content in psychology articles. D. Peer reviewed articles provide more in‐depth research, implication, and conclusions.
Read the following passage carefully and use it to answer Questions 46-52. Marie Curie was one of the most accomplished scientists in history. Together with her husband, Pierre, she discovered radium, an element widely used for treating cancer, and studied uranium and other radioactive substances. Pierre and Marie's amicable collaboration later helped to unlock the secrets of the atom. Marie was born in 1867 in Warsaw, Poland, where her father was a professor of physics. At the early age, she displayed a brilliant mind and a blithe personality. Her great exuberance for learning prompted her to continue with her studies after high school. She became disgruntled, however, when she learned that the university in Warsaw was closed to women. Determined to receive a higher education, she defiantly left Poland and in 1891 entered the Sorbonne, a French university, where she earned her master's degree and doctorate in physics. Marie was fortunate to have studied at the Sorbonne with some of the greatest scientists of her day, one of whom was Pierre Curie. Marie and Pierre were married in 1895 and spent many productive years working together in the physics laboratory. A short time after they discovered radium, Pierre was killed by a horse-drawn wagon in 1906. Marie was stunned by this horrible misfortune and endured heartbreaking anguish. Despondently she recalled their close relationship and the joy that they had shared in scientific research. The fact that she had two young daughters to raise by herself greatly increased her distress. Curie's feeling of desolation finally began to fade when she was asked to succeed her husband as a physics professor at the Sorbonne. She was the first woman to be given a professorship at the world-famous university. In 1911 she received the Nobel Prize in chemistry for isolating radium. Although Marie Curie eventually suffered a fatal illness from her long exposure to radium, she never became disillusioned about her work. Regardless of the consequences, she had dedicated herself to science and to revealing the mysteries of the physical world. 46. The Curies' ____ collaboration helped to unlock the secrets of the atom. A. friendly B. competitive C. courteous
D. industrious E. chemistry
47. Marie had a bright mind and a __personality. A. strong B. lighthearted C. humorous
D. strange E. envious
48. When she learned that she could not attend the university in Warsaw, she felt___. A. hopeless D. worried E. none of the above B. annoyed C. depressed 49. Marie ___ by leaving Poland and traveling to France to enter the Sorbonne. D. was distressed A. challenged authority B. showed intelligence E. answer not available in article C. behaved
2
50. _____she remembered their joy together. A. Dejectedly B. Worried C. Tearfully
D. Happily E. Sorrowfully
51. Her ____ began to fade when she returned to the Sorbonne to succeed her husband. A. misfortune D. disappointment B. anger E. ambition C. wretchedness 52. Even though she became fatally ill from working with radium, Marie Curie was never ____. A. troubled B. worried C. disappointed D. sorrowful E. disturbed
3
Appendix 2: Post-survey. The end of semester survey repeats questions 1-44. Questions 45-52 from the pre-survey are replaced with those below for reading comprehension. Answers are highlighted in bold. Schizophrenia was originally thought to be confined to North America and Western Europe. We now understand that the disorder (or varieties of the disorder) can be found around the world at the same rate: about 1 percent of the population (Alder & Gielen, 1994; Bloom et al., 1985). People in developing countries tend to have a more acute (intense, but short‐lived) course – and a better outcome – of the disorder than do people in industrialized nations. In the United States, schizophrenia accounts for 75 percent of all mental health expenditures. Schizophrenia occurs at the same rate for both sexes, but symptoms are likely to show up earlier in males, and males are more likely to be disabled by the disorder. 45. The writer of this paragraph intends to a. Inform us about the incidence and types of schizophrenia. b. Urge people with schizophrenia to seek professional help. c. Downplay the negative connotation associated with schizophrenia. d. Compare schizophrenia with other mental health conditions. Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and Herculaneum, has received much attention because of its frequent and destructive eruptions. The most famous of these eruptions occurred in A. D. 79. The volcano had been inactive for centuries. There was little warning of the coming eruption, although one account unearthed by archaeologists says that a hard rain and a strong wind had disturbed the celestial calm during the preceding night. Early the next morning, the volcano poured a huge river of molten rock down upon Herculaneum, completely burying the city and filling in the harbor with coagulated lava. Meanwhile, on the other side of the mountain, cinders, stone and ash rained down on Pompeii. Sparks from the burning ash ignited the combustible rooftops quickly. Large portions of the city were destroyed in the conflagration. Fire, however, was not the only cause of destruction. Poisonous sulphuric gases saturated the air. These heavy gases were not buoyant in the atmosphere and therefore sank toward the earth and suffocated people. Over the years, excavations of Pompeii and Herculaneum have revealed a great deal about the behavior of the volcano. By analyzing data, much as a zoologist dissects a specimen animal, scientists have concluded that the eruption changed large portions of the area's geography. For instance, it turned the Sarno River from its course and raised the level of the beach along the Bay of Naples. Meteorologists studying these events have also concluded that Vesuvius caused a huge tidal wave that affected the world's climate. In addition to making these investigations, archaeologists have been able to study the skeletons of victims by using distilled water to wash away the volcanic ash. By strengthening the brittle bones with acrylic paint, scientists have been able to examine the skeletons and draw conclusions about the diet and habits of the residents. Finally, the excavations at both Pompeii and Herculaneum have yielded many examples of classical art, such as jewelry made of bronze, which is an alloy of copper and tin. The eruption of Mount Vesuvius and its tragic consequences have provided us with a wealth of data about the effects that volcanoes can have on the surrounding area. Today volcanologists can locate and predict eruptions, saving lives and preventing the destruction of cities and cultures. 46. Herculaneum and its harbor were buried under ___lava. A. liquid B. solid C. flowing D. gas E. answer not available
4
47. The poisonous gases were not ___ in the air. A. able to float B. visible C. able to evaporate D. invisible E. able to condense 48. Scientists analyzed data about Vesuvius in the same way that a zoologist ___ a specimen. A. describes in detail B. studies by cutting apart C. photographs D. chart E. answer not available 49. ____have concluded that the volcanic eruption caused a tidal wave. A. Scientist who study oceans B. Scientist who study atmospheric conditions C. Scientist who study ash D. Scientist who study animal behavior E. Answer not available in article 50. Scientists have used ___water to wash away volcanic ash from the skeletons of victims. A. bottled B. volcanic C. purified D. sea E. fountain
5
Appendix 3: Reading worksheet.* *The reading assignment worksheet for Assignment 2 was identical, except for topic choices. Name: __________________________________ When does your Biology Class meet M/W or T/Th? ________________________ From the “Processing Info. from Textbooks” what is your student tip to share? Survey your textbook and decide which topic you wish use for this assignment. You choices are: Themes in Biology (1.1-1.4), Evolution (1.5-1.7), Elements, Atoms and Compounds (2.1-2.4), or Chemical Bonds (2.5-2.9). Which Reading Topic did you select? _____________________ SQ3R Method – The Outline Reading Strategy and Study Strategy Survey. Skim your reading assignment. What are the concepts you predict you will learn from this assignment? Use the section titles, figures, and bold print; depending on your reading selection, you will have 3-4 concepts). 1. 2. 3. 4. Questions. Create 2 questions/heading based on the headings, vocabulary words, bold print and figures. (DO NOT ANSWER THE QUESTIONS, YET.) 1.
Answer:
2.
Answer:
3.
Answer:
4.
Answer:
6
5.
Answer:
6.
Answer:
7.
Answer:
8.
Answer:
Read. Carefully read the material. Focus on finding the answers to the questions you created. Write the answers down as you read. Recite. Summarize the main ideas of your reading assignment by stating the main point in one umbrella sentence, to come up with the main idea. First, identify the topic in one or two words by answering this question: What was the section about? Your answer:_____________________(one word) Now answer in one sentence: What was the point about this topic? Your answer (one sentence): _____________________________________________________________________________________________ _____________________________________________________________________________________________ __________________________________________________________________ Recite & Review. Go back to the questions you created. Ask yourself the questions. Answer the questions without referring to your written answers. Try to word the answers in your own words. If you can’t do this, re-read your answers. Refer back to the text. Continue this process until you are able to answer the questions in your own words without any prompting from materials or your written answers. Reflections (Monitoring/Evaluating your progress): How long did it take you to actively read this section of the textbook? ________ Do you feel you understand this section of the textbook at the appropriate level? _______ What other strategies have you used to understand this section of the textbook? __________________________________________________________________________________ __________________________________________________________________________________ Do you feel this activity has been of use to help you learn the material to a deeper level? ____________ __________________________________________________________________________________ What strategies are you going to use to learn the rest of the chapter? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
7
