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ERIC Number: ED390697
Record Type: Non-Journal
Publication Date: 1995-Sep-28
Pages: 13
Abstractor: N/A
Reference Count: N/A
How Do My Students Believe They Learn?
Cunliffe, Annette
Teachers who attempt to promote metacognitive learning strategies in their pupils usually encounter resistance because the pupils believe that they should be instructed by a teacher. One step in overcoming such resistance is to help students to recognize and discuss their implicit views. This document describes a repertory grid which can be used to facilitate this process. The most common form of the grid uses a triadic method in which the person is asked to decide which two of three elements of roughly the same class resemble each other more than they do the third element. The repertory grid presented in this document was devised in an effort to find out how Australian students judge or construe the value of various teaching approaches as to whether they help them learn science well and was pilot tested with a small sample of students of different ages. The strategies used by the students provided useful information about the constructs they were using to judge valuable learning activities. Elicitation of the grids and discussion with the individual students showed that they all saw activities which demanded more personal involvement as helping them learn science better. (JRH)
Publication Type: Guides - General; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia