Metacognitive strategies that Romanian pupils use when reading science textbooks

The aim of the present study is to investigate the metacognitive strategies that pupils use when reading science textbooks. The sample of this study was composed of 171 nine-grade pupils from four schools in Romania, who completed a scale with 21 items. The quantitative analysis of the data suggests that pupils have average metacognitive skills for effectively using the science textbooks. It is recommended that if pupils are to fully benefit from the information presented in science textbooks, teachers have to help them use this resource in more constructive ways, and policy makers should focus more on the readability of science textbooks.