Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment.

Autor/inn/en	Kramarski, Bracha; Michalsky, Tova
Titel	Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment.
Quelle	Aus: Zumbach, Jörg (Hrsg.); Schwartz, Neil (Hrsg.); Seufert, Tina (Hrsg.); Kester, Liesbeth (Hrsg.): Beyond knowledge: the legacy of competence. Meaningful computer-based learning environments. Dordrecht: Springer (2008) S. 93-100 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4020-8826-4; 978-1-4020-8826-1
DOI	10.1007/978-1-4020-8827-8_13
Schlagwörter	Metakognition; Lernerfolg; Lernen; Lernforschung; Lernprozess; Lernumgebung; Experiment; Computerunterstützter Unterricht; Soziale Software; E-Learning; World Wide Web
Abstract	The study investigates the effects of two Computer Based learning environments: CBL with metacognitive instruction (CBL+META), and CBL without this instruction. Both environments were implemented to: a) prepare pre-service teachers for self-regulated learning (SRL), b) strengthen student-centered learning perceptions, and c) develop skills for designing lessons. Ninety-five pre-service university teachers participated in the study. Findings indicated that being exposed to metacognitive instruction by means of self-questioning may improve pre-service teachers' ability to reflect on the learning process. This in turn can enhance their SRL skills (cognition, metacognition and motivation), shift perceptions toward student-centered learning (self-constructed knowledge) and develop skills for designing lessons (e.g. identifying goals, selecting relevant information, and creating effective learning experiences). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/3