Peer reviewedERIC Number: EJ636889
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
Conceptual Models of Lecture Learning: Guiding Metaphors and Model-Appropriate Notetaking Practices.
Ryan, Michael P.
Reading Psychology, v22 n4 p289-312 Oct-Dec 2001
Focuses on the role that students' conceptual models of lecture learning might play in facilitating or hindering efforts to improve their notetaking practices. Considers the importance of assessing conceptual models as well as specific behavioral practices in the diagnosis of lecture-learning difficulties and the evaluation of training interventions. (SG)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
