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Gonny L. M. Schellings Bernadette H. A. M. Van Hout-Wolters Jan D. Vermunt 《Contemporary educational psychology》1996,21(4):423-446
This study examined individual differences in selecting main points according to three types of tasks. In all, 133 students (10th-graders) participated. Each student studied three instructional texts, and each text was preceded by one instruction. In the linguistic task, the students had to underline the author's main points. In the educational task, students had to underline text elements considered to be important by a portrayed teacher. And in the interest task, interesting text fragments had to be underlined. The students were divided into five groups identified by a typical selection pattern. Only 24 students adjusted their selection of main points to each of the tasks (the adaptive group). This group differed in some study strategies and learning conceptions from the nonadaptive groups. In all, this study begins to give more insight into individual differences in selecting main points. 相似文献
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In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their protocols were analysed by a coding system that captured two levels of the reading process: the word identification level and the reading comprehension level. Three indices reflecting three different types of reading activities were discerned: reading errors, reproduction, and activities referring to reading strategies. Correlational analyses showed the reading strategy index to be related to reading comprehension as measured by standardized tests. The think-aloud task constitutes a valuable instrument for examining strategic reading among young readers. 相似文献
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Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献
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Gonny L. M. Schellings Bernadette H. A. M. van Hout-Wolters Marcel V. J. Veenman Joost Meijer 《European Journal of Psychology of Education - EJPE》2013,28(3):963-990
Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire data with think-aloud measures are generally moderate to low. An explanation may be that these questionnaires are not constructed in line with the metacognitive activities measured by the think-aloud method. In the present study, a questionnaire is constructed based directly on a taxonomy for coding think-aloud protocols. Twenty ninth-graders studied a text while thinking aloud, after which they immediately received the questionnaire. The overall correlation between the questionnaire and the think-aloud protocols (r?=?0.63) was promising. However, scale and item analyses clearly demonstrate some new validity issues. Comparing the questionnaire and the think-aloud results, the students seem to report overt metacognitive activities corresponding more with their behavior reported in the protocols than covert ones. In-depth explorations are presented. 相似文献
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Stella Van der Wal-Maris Douwe Beijaard Gonny Schellings Jeannette Geldens 《师资教育杂志》2019,45(2):155-168
This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities. 相似文献
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In this article, the effectiveness of an intervention aimed at the development of reading motivation and reading strategies within problem-oriented learning environments is evaluated. The basic assumption underlying the intervention is that reading should occur in meaningful contexts and that reading and science should be regularly integrated. The intervention challenges pupils to investigate a self-formulated problem, read several books or texts on the topic and report the results of their study. The participants were six experimental third-grade classes and seven comparable control classes. The effects of the intervention were measured using a pretest-posttest control group design. Analyses of covariance were conducted to examine the effects as measured by a standardized Reading Comprehension Test, a Reading Comprehension Questionnaire, a Reading Strategy Test and a Reading Motivation Scale. The results showed the experimental group to outperform the control group with regard to knowledge of reading strategies (Reading Comprehension Questionnaire) and the use of such strategies (Reading Strategy Test). A significant difference in favour of the experimental group was also found for the Reading Motivation Scale. An effect on the standardized Reading Comprehension Test was not found. 相似文献
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Gonny Schellings 《Metacognition and Learning》2011,6(2):91-109
This article discusses measuring learning strategies by means of questionnaires. In ‘multi-method’ research, in which think-aloud
measures are compared with questionnaires, low or moderate correlations are found. A conclusion often drawn is that learners
are not able to verbally report on their learning activities. Alternative explanations concern two other possibilities: first,
that different learning strategies may be measured by the two methods; second, that the measuring methods may be aimed at different learning tasks. Keeping these prerequisites in mind, we constructed a task-specific questionnaire directly based on a taxonomy for coding
think-aloud protocols in text studying. We found a higher correlation (r=.51) between the questionnaire and think-aloud protocols
than is regularly reported. A case-study, in which four students answered the questionnaire while thinking aloud, led to new
insights into why a questionnaire may lead to somewhat different ratings of activities than the think-aloud method. Based
on these results, task-specific questionnaires may be improved. Our studies involved a fair comparison between a questionnaire
and think-aloud protocols. We cautiously conclude that if task-specific questionnaires are meticulously constructed and examined
in new ways, they might become reasonably adequate alternatives for the labor-intensive think-aloud method in measuring learners’
learning strategies. 相似文献
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Self-regulated learning has been described as an adaptive process: students adapt their learning strategies for attaining
different learning goals. In order to be adaptive, students must have a clear notion of what the task requirements consist
of. Both trace data and questionnaire data indicate that students adapt study strategies in limited ways and that their awareness
of task demands seems to be low. In the present think-aloud study we examined task awareness of tenth-graders who selected
text fragments in three different selection tasks. Students’ task awareness was analysed at a global and a local task level.
Awareness at the global task level refers to processing the instruction and reflecting about general selection goals; awareness
at the local task level includes spontaneous reasoning about selecting specific text fragments. On either level, students
showed difficulties in verbalizing task demands. In line with previous work, tenth-graders apparently experience a limited
awareness of task demands. 相似文献
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