Learning Strategies for Law Students.

Autor/in	Wangerin, Paul T.
Titel	Learning Strategies for Law Students.
Quelle	In: Albany Law Review, 52 (1988) 2, S.471-528 (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Higher Education; Law Students; Learning Activities; Learning Strategies; Legal Education (Professions); Memory; Metacognition; Mnemonics; Pacing; Skill Development; Study Skills; Thinking Skills; Writing Strategies + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Juristischer Beruf; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mnemotechnik; Lerntempo; Kompetenzentwicklung; Qualifikationsentwicklung; Studientechnik; Denkfähigkeit; Schreibtechnik
Abstract	This law review article provides useful guidance on learning strategies for law students drawing heavily on the literature of educational psychology and learning theory. An introductory section describes the traditional law school approach which has been for professors to inundate students with substantive and procedural rules of law but rarely if ever to provide any guidance on methods of learning but rather to disregard learning theory to the point of disdaining it. Part I of the article principally discusses "metacognition", the awareness by learners of the learning process itself. Part II discusses several studying and learning strategies, including strategies for teacher study, time management, efficient reading, note taking review, and problem solving all of which rely upon and develop metacognitive capacities. Part III concentrates on study strategies of particular usefulness to law students, including "component" legal analysis and case briefing. Again, metacognition plays a crucial role in the use of these strategies. The article concludes with a reiteration of its basic points: the studying strategies discussed are in fact adaptable to law school learning processes and law school students can benefit from the use of these strategies. Included are 11 figures and 183 footnotes. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01