Gaining Insight into Human Nature: A Review of Literature Classroom Intervention Studies

Autor/inn/en	Schrijvers, Marloes; Janssen, Tanja; Fialho, Olivia; Rijlaarsdam, Gert
Titel	Gaining Insight into Human Nature: A Review of Literature Classroom Intervention Studies
Quelle	In: Review of Educational Research, 89 (2019) 1, S.3-45 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654318812914
Schlagwörter	Intervention; Databases; Citation Analysis; Literature Appreciation; Teaching Methods; Metacognition; Self Concept; Fiction; Interpersonal Relationship; Instructional Design; Writing Instruction; Dialogs (Language); Experimental Groups; Quasiexperimental Design; Empathy; Reflection; Reading Material Selection; Teacher Role; Secondary School Students + Suchen Sie Ihr Suchwort? Datenbank; Citation; Citations; Zitatenanalyse; Zitat; Literarische Wertung; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Fiktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Schreibunterricht; Dialog; Dialogs; Dialogue; Dialogues; Empathie; Lehrerrolle; Sekundarschüler
Abstract	In this review, we explore whether and how literature education may foster adolescent students' insight into human nature. A systematic search of five databases was complemented with citation tracking, hand searches, and expert consultation. We included 13 experimental and quasi-experimental intervention studies. Methodological quality and quality-of-intervention descriptions were assessed. Analysis of empirical support for expected intervention effects indicated that, under certain conditions, literature education may foster students' insight into human nature. One intervention affected students' insight into themselves, two affected their understanding of fictional others, and six affected their understanding of, views on, or intended behavior toward real-world others. Subsequent analysis of interventions with full or partial empirical support yielded instructional design principles on (a) text selection; (b) activating, annotating, and reflecting on personal life and reading experiences in writing activities; and (c) verbally sharing these experiences with others in exploratory dialogues. Limitations and implications for future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01