Literaturnachweis - Detailanzeige
| Autor/inn/en | McNeil, Nicole M.; Alibali, Martha W. |
|---|---|
| Titel | Learning Mathematics from Procedural Instruction: Externally Imposed Goals Influence What Is Learned. |
| Quelle | In: Journal of Educational Psychology, 92 (2000) 4, S.734-44Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Achievement Need; Behavioral Objectives; Elementary Education; Instructional Effectiveness; Mathematics Skills; Performance Factors; Student Educational Objectives; Teaching Methods |
| Abstract | Examines if externally imposed achievement goals influence what children learn from procedural instruction. Third- and 4th-grade children's goals were manipulated toward either learning or performance (N=77). Both initially and after a 2-week period, children who were given either goal were more likely to extend their knowledge beyond the taught procedure than children who were not given goals. (Contains 28 references and 4 tables.) (Author/GCP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
