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Peer reviewed Peer reviewed
ERIC Number: EJ551378
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0671
Effects of Self-Directed Learning, Story Comprehension, and Self-Questioning in Kindergarten.
Glaubman, Rivka; Glaubman, Hananyah; Ofir, Lea
Journal of Educational Research, v90 n6 p361-74 Jul-Aug 1997
This study investigated the effects of a self-questioning intervention for Israeli kindergartners. Researchers used theory-based interventions (active processing and metacognitive intervention) and traditional methods to facilitate questioning, story comprehension, and self-directed learning. Theory-based training proved to be the most efficacious, with the metacognitive method superior to active processing. (SM)
Descriptors: Active Learning, Foreign Countries, Independent Study, Inquiry, Kindergarten, Kindergarten Children, Learning Strategies, Metacognition, Primary Education, Questioning Techniques, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Israel; Self Questioning Techniques; Story Comprehension