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Peer reviewedGlaubman, Rivka; Glaubman, Hananyah; Ofir, Lea – Journal of Educational Research, 1997
This study investigated the effects of a self-questioning intervention for Israeli kindergartners. Researchers used theory-based interventions (active processing and metacognitive intervention) and traditional methods to facilitate questioning, story comprehension, and self-directed learning. Theory-based training proved to be the most…
Descriptors: Active Learning, Foreign Countries, Independent Study, Inquiry
