Effects of Metacognitive Strategies on the Meaningful Learning : Precondition to Make the Learning of History more Interesting

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  • メタ認知的な学習方略が知識の有意味化に及ぼす影響 : 歴史学習への好奇動機を喚起するための条件
  • メタ ニンチテキ ナ ガクシュウ ホウリャク ガ チシキ ノ ユウイミカ ニ オヨボス エイキョウ レキシ ガクシュウ エ ノ コウキ ドウキ オ カンキ スル タメ ノ ジョウケン

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Abstract

The purpose of the present study was to search the precondition to make the learning of history more interesting from the viewpoint of metacognition. The subjects participated in two investigations were undergraduate students. In the first investigation, the relation between the likes and dislikes of the learning of history and the self-regulated learning strategies on the basis of metacognition was examined by questionnaire. As a result, it was found out that the subjects who liked the learning of history adopted effective self-regulated learning strategies to promote memory and comprehension. But the subjects who disliked the learning of history adopted rote learning strategy. This result suggests that the adoption of rote learning strategy make lose learners' interest in the learning of history. In the second investigation, the hypothesis that organizing fragmentary knowledge of history promote meaningful learning and arouse learners' interest in the learning of history was set up. To verify this hypothesis, the relation between the ability to generate questions about the insufficient informations of a text, which was thought to be a premise of organizing fragmentary knowledge, and metacognitive self-regulated learning strategies was researched. The result showed the metacognitive learning strategies related to the ability of generating questions. Also in the second investigation, the relation between the ability to generate questions and amount of knowledge about history were examined. But the correlation coefficient between these two factors was not significant.

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