Effects of Self-Directed Learning, Story Comprehension, and Self-Questioning in Kindergarten  

Oleh:

Glaubman, Hananyah ; Ofir, Lea ; Glaubman, Rivka

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 90 no. 06 (Jul. 1997), page 361-374.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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A BSTRACT The effects of children's que8tioiling at the kindergarten level Were investigated. Two theory-based intervention methods-active processing and metacognitive-and a conventional control group were used to facilitate questioning. Theory-based intervention was expected to enhance achievements in the quality of questioning, story comprehension, and self-directed .learning in both short- and long-term testing; also; the metacognitive results were expected to surpass those of active processing, Ninety-three children from 7 kindergartens were randomly assigned to the above 3 groups. Theory-based training was more efficacious, and the metacognitive-based method was superior to the active processing method, especially in generating quality questions and in self directed learning.

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