The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

Research in Science Education

Volumn 41, Issue 1, 2010, Pages 39-62

  Selçuk, Gamze Sezgin ^a   Sahin, Mehmet ^a   Açikgöz, Kamile Ün ^a  

^a DOKUZ EYLUL UNIVERSITY   (Turkey)

Author keywords

Achievement motivation; Attitude; Graphic organizers; Learning strategy instruction; Physics; Questioning; Summarizing

Indexed keywords

EID: 78650311513     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-009-9145-x     Document Type: Article

References (65)

1. Amer, A. A. (1994). The effect of knowledge-map and underlining training on the reading comprehension of scientific texts. English for Specific Purposes, 13(1), 35-45.
2. Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22(3), 331-346.
3. Austin, L. B., & Shore, B. M. (1995). Using concept mapping for assessment in physics. Physics Education, 30(1), 41-45.
4. Ayaduray, J., & Jacobs, G. M. (1997). Can learner strategy instruction succeed? The case of higher order questions and elaborated responses. System, 25(4), 561-70.
5. Bean, T. W., & Steenwyk, F. L. (1984). The effect of three forms of summarization instruction on sixth graders' summary writing and comprehension. Journal of Reading Behavior, 16(4), 297-306.
6. Bigge, J. L., & Stump, C. S. (1998). Curriculum, assessment, and instruction for students with disabilities. Belmont: Wadsworth.
7. Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay.
8. Boothby, P. R., & Alvermann, D. E. (1984). A classroom training study: the effects of graphic organizer instruction on fourth graders' comprehension. Reading World, 23(4), 325-339.
9. Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40-48.
10. Brown, A. L., Campione, J. C., & Day, J. (1981). Learning to learn: on training students to learn from texts. Educational Researcher, 10(2), 14-21.
11. Carroll, L., & Leander, S. (2001). Improving student motivation through the use of active learning strategies. (ED455961). Retrieved December 6, 2003, from http://www. eric. ed. gov.
12. Chang, S. F., & Huang, S. C. (1999). Language learning motivation and language learning strategies of Taiwanese EFL students. (ED428561). Retrieved December 6, 2003, from http://www. eric. ed. gov.
13. Ciardiello, A. V. (1998). Did you ask a good question today? Alternative cognitive and metacognitive strategies. Journal of Adolescent & Adult Literacy, 42(3), 210-219.
14. Cordero-Ponce, W. L. (2000). Summarization instruction: effects on foreign language comprehension and summarization of expository texts. Reading Research and Instruction, 39(4), 329-350.
15. Cuccio-Schirripa, S., & Steiner, H. E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching, 37(2), 210-224.
16. De Corte, E., Verschaffel, L., & van De Ven, A. (2001). Improving text comprehension strategies in upper primary school children: a design experiment. British Journal of Educational Psychology, 71(4), 531-559.
17. DiCecco, V. M., & Gleason, M. M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306-320.
18. Dye, G. (2000). Graphic organizers to the rescue! Helping students link-and-remember information. Teaching Exceptional Children, 32(3), 72-77.
19. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 1017-1095). New York: Wiley.
20. Ellez, M. (1999). Faculty members' stressors and achievement motivation. Dissertation, Dokuz Eylül University, Turkey.
21. Friend, R. (2000/2001). Teaching summarization as a content area reading strategy. Journal of Adolescent & Adult Literacy, 44(4), 320-329.
22. Friend, R. (2001). Effects of strategy instruction on summary writing of college students. Contemporary Educational Psychology, 26(1), 3-24.
23. García, J. N., & de Caso, A. M. (2006). Changes in writing self-efficacy and writing products and processes through specific training in the self-efficacy beliefs of students with learning disabilities. Learning Disabilities: A Contemporary Journal., 4(2), 1-27.
24. Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341.
25. Hamman, D. (1998). Preservice teachers' value for learning-strategy instruction. The Journal of Experimental Education, 66(3), 209-221.
26. Harper, K., Etkina, E., & Lin, Y. (2003). Encouraging and analyzing student questions in a large physics course: meaningful patterns for instructors. Journal of Research in Science Teaching, 40(8), 776-791.
27. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571.
28. Huffman, L. E., & Spires, H. A. (1994). Effects of explicit instruction in notetaking on sixth graders' lecture comprehension and attitudes toward notetaking. Reading Improvement, 31(2), 72-76.
29. Jonassen, D. H. (1985). Learning strategies: a new educational technology. Programmed Learning and Educational Technology Journal, 22(1), 25-34.
30. King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of Educational Psychology, 83(3), 307-317.
31. King, A. (1992a). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27(1), 111-126.
32. King, A. (1992b). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29(2), 303-323.
33. Koch, A., & Eckstein, S. G. (1991). Improvement of reading comprehension of physics texts by students' question formulation. International Journal of Science Education, 13(4), 473-486.
34. Koch, A. (2001). Training in metacognition and comprehension of physics texts. Science Education, 85(6), 758-768.
35. Lau, K., & Chan, D. W. (2007). The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students. Reading and Writing: An Interdisciplinary Journal, 20(8), 833-857.
36. Luckner, J., Bowen, S., & Carter, K. (2001). Visual teaching strategies for students who are deaf or hard of hearing. Teaching Exceptional Children, 33(3), 38-44.
37. Maher, S. (2000). Teachers' and students' perceptions of the impact of content literacy strategy instruction on teaching and learning. Dissertation, University of North Texas, USA.
38. Malone, L. D., & Mastropieri, M. A. (1992). Reading comprehension instruction: summarization and self-monitoring training for students with learning disabilities. Except Child, 58(3), 270-279.
39. Marchand-Martella, N. E., Miller, T. L., & MacQueen, C. (1998). Graphic organizers. Teaching PreK-8, 28, 46-48.
40. Marzano, R., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction. Aurora: Mid-continent Research for Education and Learning.
41. Montague, M., & Bos, C. S. (1986). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19(1), 26-33.
42. Palinscar, A. S., Ransom, K., & Derber, S. (1989). Collaborative research and development of reciprocal teaching. Educational Leadership, 46(4), 37-40.
43. Pankratius, W. J. (1990). Building an organized knowledge base: concept mapping and achievement in secondary school physics. Journal of Research in Science Teaching, 27(4), 315-333.
44. Pressley, M. (2002). Reading instruction that works: The case for balanced teaching. New York: Guilford.
45. Protheroe, N. (2002). More learning strategies for deeper student learning. The Education Digest, 68(4), 25-28.
46. Raphael, T. E. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516-522.
47. Rhoder, C. (2002). Mindful reading: strategy training that facilitates transfer. Journal of Adolescent & Adult Literacy, 45(6), 498-512.
48. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: a review of the intervention studies. Review of Educational Research, 66(2), 181-221.
49. Rouet, J. F., Vidal-Abarca, E., Erboul, A. B., & Millogo, V. (2001). Effects of information search tasks on the comprehension of instructional text. Discourse Processes, 31(2), 163-186.
50. Serway, R. A., & Beichner, R. J. (2000). Physics for scientists and engineers with modern physics 2 (5th ed.). USA: Saunders College.
51. Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: it's more than textbook reading strategies. Journal of Adolescent & Adult Literacy, 43(6), 528-541.
52. Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: effects of motivation, interest, and academic achievement. The Journal of Educational Research, 95(6), 323-332.
53. Sirias, D. (2002). Using graphic organizers to improve the teaching of business statistics. Journal of Education for Business, 78(1), 33-37.
54. Somuncuoǧlu, Y., & Yi{dotless}ldi{dotless}ri{dotless}m, A. (1999). Relationships between achievement goal orientations and use of learning strategies. Journal of Educational Research, 92(5), 267-278.
55. Stevens, J. (1992). Applied multivariate statistics for the social sciences. Hillsdale: Erlbaum.
56. Stipek, D. (1988). Motivation to learn: From theory to practice. Englewood Cliffs: Prentice Hall.
57. Swanson, P. N., & De La Paz, S. (1998). Teaching effective comprehension strategies to students with learning and reading disabilities. Intervention in School and Clinic, 33(4), 209-226.
58. Turkish Ministry of National Education. (1992). Retrieved December 6, 2003, from http://www. ttkb. gov. tr.
59. Vaidya, S. R. (1999). Metacognitive learning strategies for students with learning disabilities. Education, 120(1), 186-190.
60. van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic.
61. Vertenten, K. (2002). Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education. Dissertation, Universitaire Instelling Antwerpen, Belgium.
62. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: Macmillan.
63. White, R., & Gunstone, R. (2000). Probing understanding. London and New York: Falmer.
64. Wittrock, M. C. (1986). Students' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 297-313). New York: MacMillan.
65. Zieneddine, A., & Abd-El-Khalick, F. (2001). Doing the right thing versus doing the right thing right: concept mapping in a freshmen physics laboratory. European Journal of Physics, 22(5), 501-511.