Training versus Instructions in the Acquisition of Cognitive Learning Strategies

Weinstein, Claire E.; Wicker, Frank W.; Cubberly, Walter E.; Underwood, Vicki L.; Roney, Lynn K.

doi:10.21236/ada098462

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus the focus in research on instruction shifted from the teacher to the student. Diagnosis of deficiencies in study skills has shifted to a greater emphasis on deep processing (or elaboration) and on meta-cognition—the ability to think about one’s own learning and thinking and to choose effective strategies for different learning situations (Biggs, 1976; Entwistle, Hanley, & Hounsell, 1979; Weinstein, Underwood, Wicker, & Cubberly, 1979). Courses designed to teach students how to be more effective learners have been devised (see McKeachie, Pintrich, & Lin, 1985; Weinstein, Goetz, & Alexander, 1985; Weinstein & Mayer, 1986).…”

Section: The Cognitive Eramentioning

confidence: 99%

Research on college teaching: The historical background.

McKeachie

1990

Journal of Educational Psychology

231

128

View full text Add to dashboard Cite

Experimental research on college teaching began with single variable studies of class size and lecture vs. discussion. During the 1930s, research on student ratings of teachers began, and following World War II, studies of college teaching and learning became more common. In the decades from then to the 1980s, research moved to concern with a broader range of variables, to analyses of interactions between student and classroom variables, and to attention to processes as well as products resulting from teaching. Research on college teaching clearly meets Conant's criteria for a scientific field: progress in theory, methods, and established knowledge. Moreover, we now have demonstrated that educational research can contribute to educational practice.

show abstract

Section: The Cognitive Eramentioning

confidence: 99%