University of Technology, Sydney. Faculty of Education. / This thesis reports an investigation into children's understanding of learning, as they engage with an e-Iearning design challenge. It begins by making a case that children's views of learning are of crucial significance, not only because of their position as pre-eminent learners in families and societies, but also because their learning is at the heart of our culture's aspirations for education. Then, it examines a selection of prior studies of learning in e-design contexts in order to gauge the advantages of seeking the views of children about learning in an e-design context. This consideration revealed the technological and educational potential of e-design, suggesting that such a context would be opportune here. Fortuitously, a large, ARC-funded Linkage Project (GENESIS - Generating e-Iearning Systems in Schools) provided just such an e-design context. In this project, researchers were keen to investigate whether the slowness of schools in appropriating e-Iearning might be offset when students have a sustained opportunity to conceive, design and, as far as possible, build an e-Iearning environment in which they and other students could explore questions they were passionately curious about. As a case study within the GENESIS Project, this study followed Papert's (1973) five-step process of educational research. First, a theory of education (a biologically based generative theory) was selected. Next, the ensuing set of conditions for the intellectual growth of children (the e-Iearning design challenge itself) was laid out. These conditions were then implemented within the context of The GENESIS Project: the children were equipped with the opportunity and resources to design an e-Iearning environment to explore a science-and technology topic of their choice (How and why do we think? How come we're not born with the knowledge we know now?). Of the large set of project data, six accounts were selected as representative of the diversity and commonality of children's learning and their understanding of learning in this study. Findings revealed that these children understand learning as generating, testing and thereby modifying ideas, they appreciate that these events are influenced by each learner's values and they recognise value in undertaking this knowledge gaining activity as part of a learning community. Furthermore, these children explicitly enact opportune learning experiences, particularly technologically, demonstrating their fluency as technological thinkers, capable of having technological ideas about learning.

This study investigated eight and nine year old children’s capabilities to develop skills in the intrapersonal intelligence domain as defined by Howard Gardner. A group of twenty-seven, seven to nine year olds were introduced to a program specifically designed to foster their self-knowledge as learners and their self-management skills in the English learning environment. The students were introduced to activities that would help them to identify their own relative strengths and limitations and use this knowledge to negotiate a learning environment that would best suit their own learning needs. This program included developing skills in goal setting and identification of personal learning strategies. It also sought to improve work habits and student on- task behaviours and encourage self-monitoring, self-evaluation and self-reflection. The results obtained evidenced a considerable improvement in the students’ self knowledge and how this impacted on their perceptions of themselves as learners. The students grew increasingly aware of their own relative strengths and used this information to negotiate their learning environment, to identify strategies that worked for them and to take increasingly more responsibility for their own learning. As a result of the findings of this study, there are clear implications that if students are provided with opportunities to develop accurate intrapersonal intelligence, this improved awareness of ‘self’ can have an impact on successful learning. This study indicates that if teachers provide students with opportunities to investigate and learn about themselves as learners, to build skills in goal setting and to identify personal learning strategies, then an increase in self-knowledge and self-management will impact positively on the students’ capacity to learn successfully. Consequently, programs and strategies designed to promote students’ intrapersonal intelligence may become a valuable part of school practice and curricula.

No description available.

The purpose of this qualitative study was to determine how high school students managed their learning while working within the guidelines of a student-centered approach to teaching and learning. Data collected included interviews, questionnaires, participant observations, and Kolbe Conative Index scores supplied by the school. Seven teachers and forty students were interviewed. Student interviews were based on Zimmerman's (1995) self-regulation questionnaire. Teachers were interviewed using the Survey on Teaching Roles (Woolfolk, 1995). Analysis of the questionnaire on self-regulation was clustered into four categories representing Zimmerman's (1995) learning strategies. The open-ended questions dealt with strengths and weaknesses of the program and were analyzed for recurring themes. Patterns drawn from these categorized data sets were then triangulated with the Kolbe Conative Index for confirmation. It was concluded that the more productive students used four specific learning strategies: (1) organizing and transforming information, (2) goal setting and planning, (3) seeking help from peers, and (4) seeking help from adults. Less productive students were weak in two or more of these learning strategies along with one of two action modes as identified on the Kolbe. Students weak in Fact Finding or Follow Thru as identified by the Kolbe and that used all four learning strategies covered themselves with having the skills to learn. These same students talked about a fatigue factor involved in a student-centered approach. All students shared the importance of knowing themselves as learners and how that was a process learned over time. They also talked about the importance of the teacher-student relationship. Graduates of this program shared the perception that a student-centered curriculum provided more opportunity to develop the skills necessary for self-regulation than a traditional high school program. / Graduation date: 1997

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [64]-69).

Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005. / "A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.

The purpose of this study was to explore self-regulated learning strategies (SRLS) and the relationship between SRLS and academic achievement of junior high school students with learning disabilities (LD). One hundred fifty-three male and seventy-five female LD students in Kaohsiung City were recruited in this study. Data were collected from the questionnaire and in-depth interview. Descriptive statistics, one-way ANOVA, multiple regression techniques were conducted to analyze the quantitative data obtained. In addition, an inductive content analysis was conducted to analyze the interview result. The main findings were as follows: 1. ¡§Goal-efficacy strategy¡¨ was the most common used of all participants; while SRLS ¡§meta-monitoring and value-affection strategies¡¨ was the least used. 2. Female LD students applied ¡§goal-efficacy strategy¡¨ and ¡§strategy-usage strategy¡¨ significantly more often than their male counterparts. 3. LD students with higher academic achievement used SRLS significantly more often than LD students with lower academic achievement. 4. There were a significant positive correlation between SRLS and academic achievement. ¡§Strategy-usage¡¨ in particular was the most significant predictor for LD students¡¦ academic performance. 5. The result of students¡¦ and teachers¡¦ interviews supported the quantitative result. Several explanations were found relating self-regulated learning strategies to LD students¡¦ academic performances. Based on these results, some suggestions were made for facilitating the LD education and future research.

Eine handlungsnahe Analyse des Lernens wird in der psychologischen Forschung oft gefordert, um die Vorhersagbarkeit von Lernstrategien zu verbessern und die Effekte verschiedener psychologischer Variablen auf den in Handlungen eingebunden Prozess des Lernens besser verstehen zu können. Gemessen an den häufigen Forderungen handlungsnaher Analysen erfolgen diese selten (Friedrich & Mandl, 2006). In der vorliegenden empirischen Arbeit erfolgte eine handlungsnahe Analyse von Lernprozessen, es wurde das Vorgehen einer studentischen Stichprobe von 32 Personen beim Erlernen einfacher elektrischer Schaltungen mit der Videokamera beobachtet. Zum Erlernen und Testen dieser Schaltungen stand ein Baukastensystem zur Verfügung. Das Vorgehen der Versuchspersonen wurde kategorisiert und in eine zeitliche Abfolge, eine Handlungssequenz, gebracht. Neben diesen Handlungssequenzen wurden von den Versuchspersonen Vorbefragungswerte zu Vorwissen, Emotionen, Motivation und Lernstrategien ermittelt, sowie verschiedene Punktwerte für die Ergebnisse des Lernens. Die Analyse von Zusammenhängen von Vorbefragungswerten, Verlaufs- und Ergebniswerten bildet den Gegenstand dieser empirischen Arbeit. Zur Charakterisierung der Sequenzen, die den Verlauf des Lernens abbildeten, kamen graphentheoretische Maße und die informationstheoretischen Konzepte Entropie und algorithmische Komplexität zum Einsatz. Diese Maße bzw. Konzepte wurden bisher in der psychologischen Forschung kaum zur Beschreibung von Handlungsabfolgen verwendet. Es wurde angenommen, dass sich Lernerfolg und unterschiedliches Vorgehen beim Lernen in graphentheoretischen Maßen, Entropie und algorithmischer Komplexität der Handlungssequenzen niederschlagen. Diese Annahme konnte bestätigt werden. Graphentheoretische Maße und die Konzepte Entropie und algorithmische Komplexität erwiesen sich als geeignete Maße zur Charakterisierung der Handlungssequenzen, die auch zum Lernergebnis im Zusammenhang standen. Weiterhin wurden Ergebnisse zum Zusammenhang von Vorwissen, Emotionen, Motivation und Lernstrategien einerseits, und Vorgehen beim Lernen und Lernergebnis andererseits, repliziert. Die Ergebnisse zeigten außerdem, dass handlungsnahe erhobene Lernstrategien das Lernergebnis deutlich besser vorhersagten, als mit Fragebogen erhobene Selbstauskünfte von Lernstrategien.

Thesis (M.A.)--Trinity International University, 2001. / Abstract. Includes bibliographical references (leaves 74-88).

Thesis (MA)--University of Montana, 2009. / Contents viewed on December 11, 2009. Title from author supplied metadata. Includes bibliographical references.