Exploring metacognitive strategy use during note-taking for students with learning disabilities
| Autor: | Sonia M. Rosen, Joseph R. Boyle, Gina A. Forchelli |
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| Rok vydání: | 2014 |
| Předmět: |
Semi-structured interview
Multimethodology 05 social sciences 050301 education Metacognition Cognition 050105 experimental psychology Education Learning disability Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education medicine 0501 psychology and cognitive sciences Active listening medicine.symptom Life-span and Life-course Studies Set (psychology) Psychology 0503 education Note-taking |
| Zdroj: | Education 3-13. 44:161-180 |
| ISSN: | 1475-7575 0300-4279 |
| Popis: | This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students wit... |
| Databáze: | OpenAIRE |
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