学生,教师和家长对学习策略的认识和看法
Amber E Witherby1, Addison L Babineau2, Sarah K Tauber3
1Department of Psychological Sciences, Creighton University, Omaha, NE 68178, USA.
Behavioral sciences (Basel, Switzerland)
|February 26, 2025
概括
学生,教师和家长通常理解有效的学习策略,如检索实践和分布式学习. 熟悉程度影响感知到的有效性,强调需要广泛分享教育研究.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 学习科学 学习科学
背景情况:
- 学生往往对有效的学习策略有不完整的知识.
- 了解教师和家长对学习策略的了解对于有效的学生支持至关重要.
- 之前的研究表明,关于教育工作者和监护人如何看待学习技术的知识差距.
研究的目的:
- 评估学生,教师和家长对经验验证的学习策略的信念.
- 调查不同利益相关者群体对各种学习技术的感知有效性和熟悉程度.
- 通过对更广泛的人群中学习策略的知识进行检查,以现有研究为基础.
主要方法:
- 参与者 (学生,教师,家长) 评估了描述不同策略的学习场景.
- 收集的评级是策略的有效性,熟悉度,以及未来使用或推的可能性.
- 该方法的设计旨在与以前对学习策略知识的调查保持一致并扩展.
主要成果:
- 参与者准确地确定了检索实践和分布式学习作为高度有效的学习策略.
- 对策略的熟悉程度各不相同,影响了对有效性的看法 (例如,对交错的熟悉程度较低与较低的有效性评级相关).
- 关于有效的学习策略的一般知识在参与者群体中被发现是强大的.
结论:
- 个人对关键的学习策略有着普遍准确的理解.
- 熟悉度在特定学习技巧的感知实用性方面发挥着作用.
- 广泛传播教育研究成果对于改善学习战略实施至关重要.
关键词:
学习策略学习策略超认知知识 (metacognitive knowledge) 是一种知识.父母 父母 父母 父母 父母 父母 父母 父母 父母 父母 父母 父母 父母调查调查调查调查调查调查调查调查教师教师的教师教师的教师教师的教师.更多相关视频
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