This thesis shows how children’s learning is influenced and modified by the teaching environment. The metacognitive, self-regulatory learning behaviours of sixteen kindergarten students were examined in order to determine how students perceive learning, either by adopting deep approaches, where the focus is on understanding and meaning, or surface approaches, where the meeting of institutional demands frequently subjugate the former goals. The data have been analysed within a qualitative paradigm from a phenomenographic perspective. The study addresses three issues: the nature and frequency of the strategic learning behaviours displayed by the students; the contribution strategic behaviours make to the adoption of deep or surface learning approaches; and how metacognitive teaching environments influence higher-order thinking. Findings reveal that where teachers had metcognitive training, the frequency of strategy use increased irrespective of student performance. High achieving students used more strategic behaviours, used them with greater efficiency, and tended to display more of the characteristics of deep approach learners. This study suggests that many of the differential outcomes evident amongst students may be substantially reduced through early and consistent training within a teaching environment conductive to the development of metacognitive, self-regulatory behaviours and deep learning approaches / Doctor of Philosophy (PhD)
| Identifer | oai:union.ndltd.org:ADTP/236845 |
| Date | January 2003 |
| Creators | Ashton, Jean, University of Western Sydney, Nepean |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Source | THESIS_FE_XXX_Ashton_J.xml |
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