The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in Science

• Autores: Francisco Cano García, Ángela García, Ana Belén García Berbén, María del Carmen Pichardo Martínez, Fernando Justicia Justicia
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 26, Nº. 3, 2014, págs. 385-390
• Idioma: inglés
• Títulos paralelos:
  • Efectos del entrenamiento en generación de preguntas sobre el conocimiento metacognitivo, la autorregulación y los enfoques de aprendizaje en Ciencias
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Antecedentes: aunque muchas investigaciones han examinado el impacto de la generación de preguntas en la comprensión lectora de los estudiantes, pocas de ellas han analizado su influencia en cómo los estudiantes aprenden y estudian en Ciencias. Este estudio pretrende reducir ese déficit de conocimientos. Método: utilizando un diseño cuasi-experimental, tres clases de Ciencias de noveno grado (N = 72 estudiantes) fueron asignadas aleatoriamente a tres grupos: (G1) entrenamiento en generación de preguntas mediante indicaciones; (G2) generación de preguntas sin instrucción explícita; y (G3) grupo control. Los participantes proporcionaron medidas de autoinforme pre-test y post-test en conocimiento metacognitivo, autorregulación y enfoques de aprendizaje, las cuales fueron analizadas mediante análisis de covarianza univariados y multivariados. Resultados: a) el MANCOVA reveló un efecto significativo del factor Grupo; b) los ANCOVAs mostraron el cambio promedio más elevado para G1 y diferencias significativas en dos componentes de la metacognición (conocimiento y autorregulación); y c) la dirección de esas diferencias pareció variar en cada uno de esos componentes. Conclusiones: entrenar en generar preguntas influenció el modo de aprender de los estudiantes (e.g., metacognición), influencia de tamaño medio a grande relacionada con las indicaciones utilizadas.

  • English

    Background: Although much research has examined the impact of question generation on students' reading comprehension and learning from lectures, far less research has analysed its influence on how students learn and study science. The present study aims to bridge this knowledge gap. Method: Using a quasi-experimental design, three complete ninth-grade science classes, with a total of 72 students, were randomly assigned to three conditions (groups): (G1) questioning-training by providing prompts; (G2) question-generation without any explicit instruction; and (G3) no question control. Participants' pre-test and post-test self-reported measures of metacognitive knowledge, self-regulation and learning approaches were collected and data analysed with multivariate and univariate analyses of covariance. Results: (a) MANCOVA revealed a significant effect for group; (b) ANCOVAs showed the highest average gains for G1 and statistically significant between-group differences in the two components of metacognition: metacognitive knowledge and self-regulation; and (c) the direction of these differences seemed to vary in each of these components. Conclusions: Question-generation training influenced how students learned and studied, specifically their metacognition, and it had a medium to large effect size, which was somewhat related to the prompts used.

• Referencias bibliográficas
  • Appleton, K., & Beasley, W. (1994). Students' learning in science lessons: Towards understanding the learning process. Research in...
  • Arias, A.V., Cabanach, R.G., Núñez, J.C., & González-Pienda, J.A. (1998). Cognitive-motivational variables, approaches to learning, and...
  • Ato, M., & Vallejo, G. (2007). Diseños experimentales en Psicología [Experimental designs in Psychology]. Madrid: Pirámide.
  • Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using studentcentred learning environments to stimulate deep approaches to learning:...
  • Bugg, J.M., & McDanield, M.A. (2012). Selective benefits of question selfgeneration and answering for remembering expository text. Journal...
  • Chin, C., & Brown, D.E. (2000). Learning in Science: Comparison of deep and surface approaches. Journal of Research in Science Teaching,...
  • Chin, C., & Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education,...
  • Chin, C., Brown, D.E., & Bruce, B.C. (2002). Student-generated questions:A meaningful aspect of learning in science. International Journal...
  • Craig, F., & Lockhart, R.S. (1972). Levels of processing: Framework for memory research. Journal of Verbal Learning and Verbal Behavior,...
  • D'Agostino, R.B., & Pearson, E.S. (1973). Tests for departure from normality. Empirical results for the distributions of b2 and √b1....
  • Davey, B., & McBride, S. (1986). Effects of question-generation on reading comprehension. Journal of Educational Psychology, 78, 256-262.
  • Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16, 325-345.
  • Graesser, A.C., & Person, N.K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
  • Jarque, C.M., & Bera, A.K. (1987). A test for normality of observations and regression residuals. International Statistical Review, 55,...
  • Kember, D., Biggs, J., & Leung, D.Y.P. (2004). Examining the multidimensionality of approaches to learning through the development of...
  • King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American...
  • King, A. (1992). Comparison of self-questioning, sumarizing and notetaking-review as strategies for learning from lectures. American Educational...
  • Land, S.M. (2000). Cognitive requirements for learning with openended learning environments. Educational Technology Research and Development,...
  • Lee, H.W, Lim, K.Y., & Grabowski, B.L. (2007). Generative learning: Principles and implications for making meaning. In J.M. Spector, M.D....
  • Marton, F., & Säljo, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N.J. Entwistle (Eds.), The Experience of Learning....
  • National Research Council (2012). A Framework for K-12 Science Education: Practices,Crosscutting Concepts, and Core Ideas. Washington DC:...
  • Nunnally, J.C. (1978). Psychometric theory. New York: McGraw Hill.
  • Núñez, J.C., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs...
  • Otero, J., & Graesser, A.C. (2001). PREG: Elements of a model of question asking. Cognition and Instruction, 19, 143-175.
  • Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition...
  • Pedrosa de Jesus, H., Almedia, P.A., Teixeira-Dias, J., & Watts, M. (2006). Students' questions: Building a bridge between Kolb's...
  • Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology...
  • Pressley, M., Borkowski, J.G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge....
  • Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review...
  • Shell, D.F., Husman, J., Turner, J.E., Cliffel, D.M., Nath, I., & Sweany, N. (2005). The impact of computer-supported collaborative learning...
  • Sperling, R., Howard, L., Miller, L., & Murphy, C. (2002). Measures of children's knowledge and regulation of cognition. Contemporary...
  • Weinstein, Y., McDermott, K.B., & Roediger, H.L. (2010). A comparison of study strategies for passages: Re-reading, answering questions,...
  • Wittrock, M.C. (1990). Generative processes of comprehension. Educational Psychologist, 24, 354-376.
  • Wong, B.Y.L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55, 227-268.
  • Yu, F.Y. (2009). Scaffolding student-generated questions: Design and development of a customizable online learning system. Computers in Human...
  • Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman & D.H....
  • Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects....