Self‐Concept and Learning: the revised inventory of learning processes

Schmeck, Ronald R.; Geisler‐Brenstein, Elke; Cercy, Steven P.

doi:10.1080/0144341910110310

Cited by 100 publications

(72 citation statements)

References 29 publications

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“…This category comprises activities such as learning definitions, formulas and characteristics by heart, memorizing theories, views and conclusions, and rehearsing the subject matter regularly until it can be reproduced (Schmeck et al, 1991). Processing critically: Thinking along with authors, teachers and fellow students, drawing one's own conclusions based on facts and arguments, rather than just accepting anything that is said or written.…”

Section: Cognitive Processing Activitiesmentioning

confidence: 99%

“…The following six categories represent the most important similarities and differences among the various conceptualizations (e.g. Pask, 1976;Marton, 1988;Schmeck et al, 1991;Entwistle, 1995;Meyer, 1996).…”

Section: Cognitive Processing Activitiesmentioning

confidence: 99%

“…In essence, this category boils down to looking for "external" relations of the subject matter: seeking the relevance of what one learns in the outer world. Concretizing activities include thinking of examples and practical applications, comparing information in the subject matter with personal experiences, and connecting subjects with phenomena in everyday reality (Schmeck et al, 1991). "Applying" occurs, for example, when students try to use the knowledge they acquired through study to understand the surrounding (social, legal, physical, chemical, etc) world in a new way, use subject matter to interpret experiences and topical events in their subject domain, and try to solve problems making use of what they learned (Marton, 1988).…”

Section: Cognitive Processing Activitiesmentioning

confidence: 99%

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Congruence and friction between learning and teaching

Vermunt

Verloop

1999

Learning and Instruction

644

517

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Theories of learning and theories of teaching often originate and operate independently from one another. This article attempts to contribute to the integration of the two types of theories. First, the cognitive, affective and regulative activities students use to learn are analyzed. Next, different ways in which teachers can regulate the learning and thinking activities of students are discussed, as well as the teaching strategies they can use for that aim. The third part focuses on different ways in which student-regulation and teacher-regulation of learning act upon one another. Congruence and friction between these modes of control are discussed. From this interplay implications are derived for process-oriented teaching, aimed at promoting congruence and constructive friction, avoiding destructive friction and reducing the gap between learning and teaching.

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Section: Cognitive Processing Activitiesmentioning

confidence: 99%

Section: Cognitive Processing Activitiesmentioning

confidence: 99%

Section: Cognitive Processing Activitiesmentioning

confidence: 99%

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Congruence and friction between learning and teaching

Vermunt

Verloop

1999

Learning and Instruction

644

517

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show abstract

“…The necessity for autonomy in the internal organization of the groups involved students working together in a cooperative manner based on collaborative techniques that enabled each of the activities to be brought to a full conclusion (Deiglmayr & Spada, 2011), (Kirschner, 2001). The public presentation of the case studies was mandatory and was undertaken in a specific classroom suitable for this type of group activity (Schmeck, Geisler-Brenstein, & Cercy, 1991).…”

Section: Teaching Methodologymentioning

confidence: 99%

Reliability Analysis of the Application of a Catalogue of Tutored and Evaluable Activities as a System to Structure the Contents of the So-Called Courses End of Degree or/and Master Project, “Edmp”

Suffo¹,

García‐Morales²

2016

INTED2016 Proceedings

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Even before the enactment of the new university regulatory framework defined in Europe by the "Bologna process", the University of Cadiz "UCA" (South-Spain) carried out pilot experiences to develop the accomplishment of final reports of several university degrees or/and masters. One of the first conclusions to be drawn from these first written reports was the significant arbitrariness and the disparities that defined the contents and methodology of the new courses called End Degree or/and Master Project (EDMP) included in the modules so appointed. In order to unify criteria and implement these experiences, it was then necessary to design a catalogue of training and tutored activities, to be used as a basis to assess the EDMP´s contents. Once the catalogue was designed, one subject was selected for its implementation. Finally, a rubric document was also applied to analyze the reliability of the evaluation and selection criteria, which was based on aspects such as the public presentation of works or performing a technical research. Results revealed that the original assessment criteria proposed may not be the most appropriate.

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“…Andrews, Violato, Rabb, & Hollingsworth, 1994;Biggs, 1993;Entwistle, 1991;Harper & 18-13 Kember, 1989;Marton & Saljo, 1976;Schmeck, Geisler-Bernstein, & Cercy, 1991;Trigwell & Prosser, 1991;Volet & Chalmers, 1992): 1. a deep versus a surface approach to learning is the most basic distinction.2. an achievement or goal orientation which interacts with the deep or surface approach.…”

Section: Gender and Developmental Differences In Academic Study mentioning

confidence: 99%

USAF Summer Research Program - 1995 Summer Faculty Research Program, Final Reports, Volume 2A, Armstrong Laboratory.

Moore¹

1995

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Self‐Concept and Learning: the revised inventory of learning processes

Cited by 100 publications

References 29 publications

Congruence and friction between learning and teaching

Congruence and friction between learning and teaching

Reliability Analysis of the Application of a Catalogue of Tutored and Evaluable Activities as a System to Structure the Contents of the So-Called Courses End of Degree or/and Master Project, “Edmp”

USAF Summer Research Program - 1995 Summer Faculty Research Program, Final Reports, Volume 2A, Armstrong Laboratory.

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