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Title:Students' Learning Approaches and Their Understanding of Some Chemical Concepts in Eighth-Grade Science
Author(s):Chin, Christine Hui Li
Doctoral Committee Chair(s):David Brown
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Educational Psychology
Abstract:Analysis of the target students' discourse and actions during the group activities and their interview responses revealed differences between the deep and surface learning approaches regarding generative thinking, nature of explanations, asking questions, metacognitive activity, and approach to tasks. Strategies associated with a deep learning approach included generating mental images and analogies, hypothesizing, thought experimenting and predicting possible outcomes, self-explaining and theorizing, invoking personal experiences and prior knowledge and applying them to new situations, asking questions, thinking of specific examples, and looking for coherence by seeking patterns and relating different aspects of the task. When students used a deep approach, they also constantly monitored and self-evaluated the status of their comprehension, self-questioned, self-corrected their errors, attended to contradictory information, considered limitations in their own or others' ideas and critiqued them.
Issue Date:1997
Description:303 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.
Other Identifier(s):(MiAaPQ)AAI9812557
Date Available in IDEALS:2015-09-25
Date Deposited:1997

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