Abstract
The present study evaluated effects of a multiple-strategy training on student learning from biological process diagrams. The training focussed on a stepwise
working-routine that included when and where to employ cognitive and metacognitive learning strategies and on affective strategies to invest effort in the
implementation of this stepwise working-routine. The study followed an experimental pretest-posttest design. Students (N = 180) were randomly assigned to the
training or the comparison group. We did not find a significant direct effect of multiple-strategy training on learning from biological process diagrams. However,
we found a positive significant effect of multiple-strategy training, mediated by invested mental effort, on learning from process diagrams.
working-routine that included when and where to employ cognitive and metacognitive learning strategies and on affective strategies to invest effort in the
implementation of this stepwise working-routine. The study followed an experimental pretest-posttest design. Students (N = 180) were randomly assigned to the
training or the comparison group. We did not find a significant direct effect of multiple-strategy training on learning from biological process diagrams. However,
we found a positive significant effect of multiple-strategy training, mediated by invested mental effort, on learning from process diagrams.
| Original language | English |
|---|---|
| Pages | 340-340 |
| Number of pages | 1 |
| Publication status | Published - 2017 |
| Event | 17th Biennal EARLI Conference for Research on Learning and Instruction - Tampere, Finland Duration: 29 Aug 2017 → 2 Sept 2017 |
Conference
| Conference | 17th Biennal EARLI Conference for Research on Learning and Instruction |
|---|---|
| Country/Territory | Finland |
| City | Tampere |
| Period | 29/08/17 → 2/09/17 |