Promoting Self-Regulated Learning Through Prompts;Förderung selbstregulierten lernens mittels prompts - Eine diskussion

Zeitschrift fur Padagogische Psychologie

Volumn 23, Issue 2, 2009, Pages 139-145

  Bannert, Maria ^a  

^a CHEMNITZ UNIVERSITY OF TECHNOLOGY   (Germany)

Author keywords

Instruction; Learning strategies; Metacognition; Prompts; Self Regulated Learning

Indexed keywords

EID: 67651091641     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024/1010-0652.23.2.139     Document Type: Article

References (27)

1. Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and selfregulated learning: A discussion. Metacognition and Learning, 4, 87-95.
2. Bannert, M. (2006). Effects of reflection prompts when learning with hypermedia. Journal of Educational Computing Research, 4, 359-375.
3. Bannert, M. (2007a). Prompts zur Unterstützung von Lernprozessen: Diskussion der Arbeitsgruppe [Prompting to support learning: A discussion]. 11. Fachtagung Pädagogische Psychologie, Berlin.
4. Bannert, M. (2007b). Metakognition beim Lernen mit Hypermedia. Erfassung, Beschreibung und Vermittlung wirksamer metakognitiver Lernstrategien und Regulationsaktivitäten [Metacognition in learning with hypermedia. Assessment, description, and mediation of effective metacognitive learning strategies and regulation activities]. Münster: Waxmann.
5. Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
6. Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12, 91-142.
7. Friedrich, H. F., & Mandl, H. (1992). Lern-und Denkstrategien - ein Problemaufris. In H. Mandl & H. F. Friedrich (Hrsg.), Lern-und Denkstrategien [Learning and thinking strategies] (pp. 3-54). Göttingen: Hogrefe.
8. Glogger, I., Holzäpfel, L., Schwonke, R., Nückles, M., & Renkl, A. (2009). Activation of learning strategies in writing learning journals: The specificity of prompts matters. Zeitschrift für Pä-dagogische Psychologie, 23, 95-104.
9. Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
10. Klauer, K. J. (1988). Teaching for learning-to-learn: A critical appraisal with some proposals. Instructional Science, 17, 351-367.
11. Lin, X., & Lehman, J. D. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36, 837-858.
12. Leopold, C., den Elzen-Rump, V., & Leutner, D. (2007). Self-regulated learning from science texts. In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report on the DFG Priority Program (pp. 221-238). Münster: Waxmann.
13. Leutner, D., & Leopold, C. (2003). Selbstreguliertes Lernen als Selbstregulation von Lernstrategien. Ein Trainingsexperiment mit Berufstätigen zum Lernen von Sachtexten. [Self-regulated learning as self-regulation of learning strategies. A training experiment with professionals on learning with expository texts]. Unterrichtswissenschaft, 31, 38-56.
14. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
15. Schmidt-Weigand, F., Hänze, M., & Wodzinski, R. (2009). Complex problem solving and worked examples: The role of prompting strategies behavior and fading-in solution steps. Zeitschrift für Pädagogische Psychologie, 23, 129-138.
16. Schoor, C., Jenus, B., & Bannert, M. (2008). Motivational-volitionale Unterstützung für Blended-Learning-Angebote durch E-Mail-Botschaften. Zeitschrift für E-Learning, 3 (1), 47-58.
17. Schraw, G. (2001). Promoting general metacognitive awareness. In H. Hartman (Ed.), Metacognition in learning and instruction. Theory, research and practice (pp. 3-16). Dordrecht: Kluwer.
18. Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
19. Thillmann, H., Künsting, J., Wirth, J., & Leutner, D. (2009). Is it merely a question of "what" to prompt or also "when" to prompt. The role of point of presentation time of prompts in self-regulated learning. Zeitschrift für Pädagogische Psychologie, 23, 105-115.
20. Veenman, M. V. J. (1993). Intellectual ability and metacognitive skill: Determinants of discovery learning in computerized learning environments. Amsterdam: University of Amsterdam.
21. Veenman, M. V. J. (2007). The assessment and instruction of selfregulation in computer-based environments: A discussion. Metacognition and Learning, 2, 177-183.
22. Veenman, M. V. J., Elshout, J. J., & Meijer, J. (1997). The generality vs. domain-specificity of metacognitive skills in novice learning across domains. Learning and Instruction, 7, 187-209.
23. Veenman, M. V. J., van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
24. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research and teaching (pp. 315-327). New York: Macmillan.
25. Wild, K. P., & Schiefele, U. (1994). Lernstrategien im Studium: Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens [Learning strategies for studying: Results on factorial structure and reliability of a new questionnaire]. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185-200.
26. Wichmann, A., & Leutner, D. (2009). Inquiry learning: Multi-level support with respect to inquiry, explanations, and regulation during an inquiry cycle. Zeitschrift für Pädagogische Psychologie, 23, 117-127.
27. Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327-353.