This study investigated the development of the Comprehensive Learning and Study Strategies Questionnaire (CLASS-Q), which was designed to assess students' strategy beliefs and use in the context of an academic course. The CLASS-Q, which is administered within 24 to 48 hours of a course examination, consists of 3 parts, given in this order: a set…

The models of standard test theory, having evolved under a trait-oriented psychology, do not reflect the knowledge structures and the problem-solving strategies now seen as central to understanding performance and learning. In some applications, however, key qualitative distinctions among persons as to structures and strategies can be expressed…

Novice instructional design (NID) is an instructional strategy where students design instruction in order to better learn information. NID by students is an increasingly common instructional activity, particularly with technology; however, there is little research regarding what the instructional designer learns by engaging in the instructional…

The present study firstly examined the use of learning strategies for students classified as having either a high or a low level of motivation, based on level of academic volitional strategy (AVS) and academic delay of gratification (ADOG). Students were classified into four groups on the basis of a two (motivation: low, high) by two (AVS or ADOG:…

Previous findings from the study within which this research is located had uncovered students' approaches to learning in the context of a second year chemical engineering course. Using an analysis of students' reflections on their experience, the study has shown the existence of three approaches to learning in this context: an 'information-based'…

This article presents some techniques of professional formation from the Petra Model that can be applied in Engineering Programs. It shows its philosophy, teaching methods for listening, making abstracts, studying, researching, team working and problem solving. Some questions regarding planning and evaluation, based in the model are, as well,…

Three strategies for controlling concentration during academic tasks were evaluated: (1) self-initiated relaxation; (2) self-coaching; and (3) a combination of the first two types. Results indicated that the third strategy, significantly facilitated some aspects of academic performance. (Author/GK)

Discusses elaboration theory (ET); its major components--epitomes and elaboration levels; its seven macro strategies--elaborative sequences (conceptual, procedural, or theoretical), within-lesson sequences, lesson summarizers, lesson synthesizers, analogies, cognitive strategy activators, and learner control; and its compatibility with hypermedia.…

Attempts to identify variables for predicting academic success in electronics and find a model for predicting success in each of three main types of electronics programs. Results indicate that student's success in math and science in high school is a good predictor of their success and abstract learning preference is a valid discriminator between…

This review of intervention studies in which students have been taught to generate questions as a means of improving their comprehension finds that teaching students the cognitive strategy of generating questions results in gains in comprehension as measured by posttests. Skill-based instruction and reciprocal teaching yield similar results. (SLD)

Presents responses to the Stair Skipping problem that appeared in the April, 2000 issue of this journal. (KHR)

Presents a materials list and recommended procedures for demonstrating a thermal fountain. Discusses the chemistry involved in the reaction. (DDR)

Presents ideas and conceptual problems of high school students with regard to the cell, its processes, structure, and relation to functions of multicellular organisms. Shows that students have an analogical mechanism that establishes an isomorphism between the representation of the functioning of multicellular organisms of cell processes.…

Argues that the punctuation system does have features that generally make systems learnable, such as binary contrasts, limitation of parallel categories to seven or fewer options, and repeated application of the same criterion to different kinds of entities. Concludes that the simplicity that allows some readers to learn this system unconsciously…

Discusses the paradigm shift toward more open and flexible learning and training options through telematics, based on experiences of the TeleScopia (Trans-European Learning System for Crossborder Open and Interactive Applications) Project, sponsored by the Commission of the European Community. (LRW)