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ERIC Number: ED431801
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 53
Abstractor: N/A
Reference Count: N/A
How Students Learn: The Validation of a Model of Knowledge Acquisition Using Stimulated Recall of the Learning Process.
Nuthall, Graham
A study of students' thinking processes during their engagement in classroom tasks in science and social studies units in upper elementary school classrooms was conducted as part of a series of studies on learning. As a result of previous studies, a theory of the learning process has been developed. A central component of the theory is the long-term working memory through which students process and integrate new experiences with previous knowledge. Students in two classrooms, each containing fifth and sixth graders, participated. Selected students (n=16) were interviewed after the thinking tasks (an average of 20 days later), using video recordings to stimulate their memories. The open-ended interviews combined with video-clips was a successful approach. About 36% of student responses described something about their thinking processes, but most of the content of these responses was closely related to behaviors and perceptions. The overall impression from the interviews was that students were focused primarily on getting the task done. How these findings relate to the proposed model of long-term working memory is not yet clear, but further studies will explore how students experience and understand their involvement in classroom activities. An appendix describes types of student responses to the videos. (Contains 2 figures, 3 tables, and 33 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A