Self-questioning instructional research a review free
SelfQuestioning Instructional Research: A Review. Wong, Bernice Y. L. Studies in selfquestioning designed to improve students' prose processing are reviewed in the context of three theoretical perspectives: active processing perspective, metacognitive theory, and schema theory.
Semantic Scholar extracted view of Six Strategies for Effective Learning. by Megan A. Sumeracki et al.
Wongs (1985) review of selfquestioning instructional research and the results from studies by Dickinson and O'Connell (1990) and BingYou et al. (1994) suggest that medical students, like
SelfQuestioning Instructional Research: A Review Created Date: Z
Studies in selfquestioning designed to improve students prose processing are reviewed in the context of theoretical issues and instructional implications that stem from three theoretical perspectives: the active processing perspective, metacognitive theory, and schema theory.
The ability to monitor one's own reading comprehension is a critical skill for deriving meaning from text. Selfquestioning during reading is a strategy that enables students to monitor their reading comprehension and increases their ability to learn independently. The purpose of this article was to review experimental research studies that examined the effects of selfquestioning methods on
Scaffolding Peerquestioning Strategies to Facilitate Metacognition During Online Small Group Discussion. Abstract Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide critical feedback; however, generating effective questions requires a certain level
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