Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies
Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies
复制标题
应用学习策略时通过元认知自我调节提高学生的科学文本理解能力
DOI：
10.1007/s11409-014-9130-2
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发表时间：
2015
影响因子：
3.3
通讯作者：
D. Leutner
中科院分区：
文献类型：
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作者：
Claudia Leopold;D. Leutner
在三个实验中，学生被训练使用的策略，从科学文本学习：文本突出（实验1），知识图谱（实验2）和可视化（实验3）。每个实验比较了控制条件，认知策略训练，并结合认知策略加上元认知自我调节训练，特别关注认知策略应用的质量。培训结束后，学生在学习科学文本时应用了学习策略。在实验中，结果表明，训练的自我调节部分帮助学生克服了认知策略训练本身无效时的缺乏功效：对照组优于仅突出显示组（d =-1.25），但联合突出显示加自我调节训练减少了这种负面影响（d =-0.21）。仅映射组的表现与对照组一样好（d =-0.12），但映射加自我调节组合组的表现优于对照组（d = 0.76）。仅视觉化组优于对照组（d = 0.72），视觉化+自我调节组合组也优于对照组（d = 0.78）。结果表明，认知学习策略在诱导文本内容的深层加工和表层加工方面存在差异。此外，当认知策略训练本身无效时，训练中的元认知自我调节成分提高了学生的成绩。
In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation training with a specific focus on the quality of cognitive strategy application. After the training, students applied the learning strategies as they studied scientific texts. Across experiments, the results indicated that the self-regulation component of the training helped the students to overcome the lack of efficacy of the cognitive strategy only training when it was not effective by itself: The highlighting-only group was outperformed by the control group (d = −1.25), but the combined highlighting-plus-self-regulation training reduced this negative effect (d = −0.21). The mapping-only group performed as well as the control group (d = −0.12), but the combined mapping-plus-self-regulation group outperformed the control group (d = 0.76). The visualizing-only group outperformed the control group (d = 0.72) as did the combined visualizing-plus-self-regulation group (d = 0.78). Results suggest that cognitive learning strategies differ in their potential to induce deep versus surface processing of text contents. In addition, the metacognitive self-regulation component of the training enhanced students’ performance when the cognitive strategy training was not effective by itself.