Literaturnachweis - Detailanzeige
| Autor/in | Holschuh, Jodi Patrick |
|---|---|
| Titel | Do as I Say, Not as I do: High, Average, and Low-performing Students' Strategy Use in Biology. |
| Quelle | In: Journal of College Reading and Learning, 31 (2000) 1, S.94-108Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1079-0195 |
| Schlagwörter | Biology; Comparative Analysis; Higher Education; Introductory Courses; Learning Strategies; Metacognition; Reading Instruction; Science Education; Study Habits; Test Coaching Biologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseunterricht; Naturwissenschaftliche Bildung; Study behavior; Study behaviour; Studienverhalten; Testverfahren |
| Abstract | Investigates (1) the differences in deep and surface strategy use of students in an introductory biology class and (2) the differences between the strategies students reported using for test preparation and those they would suggest a friend to use. Finds high performing students used more deep and domain-specific strategies for learning than average or low performing students. (NH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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