Literaturnachweis - Detailanzeige
Autor/inn/en | Adler, Jonathan M.; Matthews, Elizabeth A. |
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Titel | Encouraging Epistemological Exploration: Impacts on Undergraduates' Retention and Application of Course Material |
Quelle | In: Teaching of Psychology, 36 (2009) 2, S.122-125 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0098-6283 |
Schlagwörter | Academic Achievement; Course Content; Learning Processes; Epistemology; Retention (Psychology); Outcomes of Education; Undergraduate Students; Mass Media |
Abstract | Students bring an intact, if unarticulated, epistemological perspective into the classroom that influences how they receive and process new information. In this study, students who explored a wider range of perspectives had significantly improved learning outcomes as measured in 3 domains: retention of specific content, retention of general themes, and application of the course content to other courses, mass media information, and their sense of self. (Contains 2 notes, 1 figure and 1 footnote.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |