کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6835560 | 618194 | 2013 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Integrating reviewing strategies into shared electronic note-taking: Questioning, summarizing and note reading
ترجمه فارسی عنوان
یکپارچه سازی استراتژی های بازبینی به یادداشت الکترونیکی مشترک: سوال، خلاصه کردن و خواندن یادداشت
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کلمات کلیدی
استراتژی های آموزشی / یادگیری، تعاونی / یادگیری مشارکتی، تحصیلات ابتدایی، محیط یادگیری تعاملی، بهبود آموزش در کلاس درس،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
This study compared the effects of reviewing strategies in shared electronic note-taking activities, including questioning, summarizing, and note reading, on elementary school student note-taking quality and achievement. A non-equivalent pre- and post-test design was adopted. The participants were 188 sixth grade Taiwanese students in six computing classes. Through random assignment, two classes were assigned to the shared note-taking with questioning condition (SN-SQ), two classes to the shared note-taking with summarizing condition (SN-SS), and two classes to the shared note-taking with note reading condition (SN-SR). Students in each condition were arranged into same-sex dyads. The members of a dyad were assigned to separate computers, seated side-by-side, and required to collaborate with one another on a shared note-taking with reviewing task. The results revealed that the SN-SS students' notes contained more facts and concepts than the SN-SR students', and the SN-SS students achieved better grades on the unit quizzes and overall assessment two weeks later than those in the SN-SR condition.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 67, September 2013, Pages 229-238
Journal: Computers & Education - Volume 67, September 2013, Pages 229-238
نویسندگان
Chiung-Hui Chiu, Chiu-Yi Wu, Hsiao-Wei Cheng,