| Abstrakt: |
In the process of teaching and learning the Natural Sciences in the different educational levels, the teacher can make use of texts and can favour, at the same time, the understanding and acquisition of a specific content, on the part of the students. This work presents a classroom experience carried out with secondary school students attending second year. To this end, a reading programme was implemented during which the teacher proposed cognitive and metacognitive strategies in the reading of two texts about the topics of energy and heat, with the aim of favouring reading comprehension and the learning process of the Natural Sciences. The methodology applied, Action-Research, allowed the reconstruction and transformation of the teaching practice, by articulating the investigation, the action and the teaching programme. The results of the implementation of the programme have been positive because it allowed the students to play an active role in the reading process, to become aware of their comprehension of the text and, consequently, to acquire the contents of the Natural Sciences meaningfully. [ABSTRACT FROM AUTHOR] |
