Learning: Research and Practice最新文献_第6页

Space-time in the study of learning trajectories 学习轨迹研究中的时空

Learning: Research and Practice Pub Date : 2021-01-02 DOI: 10.1080/23735082.2020.1811884

Jorge Chávez

引用次数: 5

Cognitive load and working memory: a system view of measurement 认知负荷与工作记忆:测量的系统观点

Learning: Research and Practice Pub Date : 2021-01-02 DOI: 10.1080/23735082.2020.1830150

Rick L. Shearer, Junxiu Yu, Xinyun Peng

引用次数: 1

Exploring the effects of question generation instruction on attitudes and strategy uses in and out of the classroom 探讨问题生成教学对课堂内外态度和策略使用的影响

Learning: Research and Practice Pub Date : 2020-12-27 DOI: 10.1080/23735082.2020.1859124

Keita Shinogaya

{"title":"Exploring the effects of question generation instruction on attitudes and strategy uses in and out of the classroom","authors":"Keita Shinogaya","doi":"10.1080/23735082.2020.1859124","DOIUrl":"https://doi.org/10.1080/23735082.2020.1859124","url":null,"abstract":"ABSTRACT This study explored effects of question generation instructions on students’ attitudes towards question generation and strategy use. Three hundred seventy-four Japanese college students in two psychology classes participated in lectures after a pre-lecture preparation time and completed questionnaires on attitudes towards question generation and learning strategy use in and outside the classroom. Students in the “instruction group” were instructed on how to develop questions during lecture preparation to better understand the upcoming lecture. In the “connecting group”, in addition to instruction, the questions students generated during preparation were linked to lecture content. The results showed that instruction significantly decreases students’ perception of difficulty regarding question generation and increases learning outside the classroom. The result also suggested that connecting questions to lecture content increased students’ use of micro-understanding focused strategies during preparation and increased positive attitudes towards question generation of students who did not place importance on meaningful learning.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"31 1","pages":"165 - 178"},"PeriodicalIF":0.0,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86017489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of metacognition in mindfulness interventions with Japanese EFL university students 元认知在日本英语大学生正念干预中的作用

Learning: Research and Practice Pub Date : 2020-12-02 DOI: 10.1080/23735082.2020.1818806

Tom Stringer, K. Looney

引用次数: 3

Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic 在因COVID-19大流行导致学校关闭期间，为教师提供远程校本专业支持

Learning: Research and Practice Pub Date : 2020-11-24 DOI: 10.1080/23735082.2020.1825777

B. Moorhouse, Jonathan Lee, S. Herd

引用次数: 7

Students’ perspective of globalisation in schools on their traditional Asian cultural beliefs and mental well-being 学生对学校全球化的看法与他们的亚洲传统文化信仰和心理健康

Learning: Research and Practice Pub Date : 2020-08-13 DOI: 10.1080/23735082.2020.1792536

Samuel B. Diaco

引用次数: 0

Learning during interesting times: an opportunity for collective reflection? 在有趣的时间里学习:集体反思的机会?

Learning: Research and Practice Pub Date : 2020-07-02 DOI: 10.1080/23735082.2020.1813360

Michael Tan

引用次数: 1

Reviewers (2019 – 2020)

Learning: Research and Practice Pub Date : 2020-07-02 DOI: 10.1080/23735082.2020.1830617

引用次数: 0

Investigating discursive functions and potential cognitive demands of teacher questioning in the science classroom 科学课堂中教师提问的话语功能与潜在认知需求研究

Learning: Research and Practice Pub Date : 2020-07-02 DOI: 10.1080/23735082.2019.1575458

Y. Soysal

{"title":"Investigating discursive functions and potential cognitive demands of teacher questioning in the science classroom","authors":"Y. Soysal","doi":"10.1080/23735082.2019.1575458","DOIUrl":"https://doi.org/10.1080/23735082.2019.1575458","url":null,"abstract":"ABSTRACT This study presents an in-depth exploration of the types of discursive functions of teacher questioning and the potential cognitive correspondences embedded in the questioning. The participants were a science teacher and his class of 26 sixth-grade students who were engaged in an immersion science inquiry activity. The major data source was a video recording of the class that was analysed through systematic observation in two phases: coding and counting. Five higher-order categories (predicting, communicating, challenging, legitimising, and managing the discourse) and several sub-categories were abstracted for the discursive functions of teacher questioning. Particular discursive functions of teacher questioning attached to the specific potential cognitive demands embedded in the questioning are explored in detail according to the Bloomian taxonomy (i.e., predicting > understand; communicating > understand; challenging > evaluate; legitimising > evaluate; managing the discourse > analyse). From the data, recommendations were offered for science teachers, teacher educators, and the envisagement and implementation of professional development programmes centralising teacher questioning.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"52 2 1","pages":"167 - 194"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91052738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Elementary school students’ epistemic perspective and learning strategies in history 小学生历史认知视角与学习策略

Learning: Research and Practice Pub Date : 2020-07-02 DOI: 10.1080/23735082.2019.1591492

K. Ioannou, Kalypso Iordanou

{"title":"Elementary school students’ epistemic perspective and learning strategies in history","authors":"K. Ioannou, Kalypso Iordanou","doi":"10.1080/23735082.2019.1591492","DOIUrl":"https://doi.org/10.1080/23735082.2019.1591492","url":null,"abstract":"ABSTRACT The present study explores possible relations between students’ epistemic perspective, learning strategies and text comprehension. In Study 1, 79 sixth graders completed paper-and-pencil instruments to measure their epistemic perspective and learning strategies. Students’ epistemic perspective was assessed using a scenario-based instrument, the Livia Problem. Students were epistemically profiled as Absolutists, Multiplists and Evaluativists. Students’ learning strategies were assessed through the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990). In Study 2, 20 of the students who participated in Study 1 were individually interviewed to measure their learning strategies, where they were asked to read a text and think aloud. Results revealed that students who were profiled as Evaluativists showed greater self-efficacy, intrinsic value, use of cognitive strategies and self-regulation. In addition, students who were profiled as Evaluativists engaged in more effective learning strategies and exhibited better text comprehension compared to students who were profiled as Absolutists. In particular, students who exhibited an Evaluativist epistemic perspective engaged in the strategies of understanding vocabulary, summarising and underlying, while students who exhibited an Absolutist epistemic perspective engaged more in repeating information and quick reading. Our findings show that a mature epistemic perspective is associated with effective usage of learning strategies and text comprehension.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"1 1","pages":"150 - 166"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73062248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4