The Effect of Answering Pre-Questions and Evaluating Confidence in Preparation on Learning in Classroom Instruction

Autor/in	Shinogaya, Keita
Titel	The Effect of Answering Pre-Questions and Evaluating Confidence in Preparation on Learning in Classroom Instruction
Quelle	In: Educational Practice and Theory, 44 (2022) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/44.1.04
Schlagwörter	Middle School Students; Self Esteem; Beliefs; Student Attitudes; Learning Strategies; History Instruction; Grade 8; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-esteem; Selbstaufmerksamkeit; Belief; Glaube; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; History lessons; Geschichtsunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Ausland
Abstract	This study examined effective means of preparatory learning for upcoming classroom instructions. In a summer seminar on history, 76 junior high school students were assigned to three experimental groups: the answering pre-questions group, the rating confidence group, and the answering and rating confidence group. The results showed that answering pre-questions enabled students to integrate information in classroom lessons, while the rating confidence directed students' attention to information in classroom lessons related to pre-questions. This study also revealed that, especially for students with low meaningful learning belief, rating confidence is effective. Suggestions for educational practices and future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01