The challenges of teaching good information processing to learning disabled students
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- A MODEL of good information processing is sketched, describing how metacognitive knowledge influences strategy selection and use. Three factors pose particular problems for learning disabled students as they attempt to acquire metacognitive knowledge and to use study strategies productively: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and styles that limit self-efficacy. Creating an educational atmosphere that explicitly builds conceptual (domain-specific) knowledge and teaches positiveA MODEL of good information processing is sketched, describing how metacognitive knowledge influences strategy selection and use. Three factors pose particular problems for learning disabled students as they attempt to acquire metacognitive knowledge and to use study strategies productively: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and styles that limit self-efficacy. Creating an educational atmosphere that explicitly builds conceptual (domain-specific) knowledge and teaches positive beliefs about learning potential is essential in promoting metacognitively-oriented instruction.…
Autor(en): | John G. Borkowski, Wolfgang Schneider, Michael Pressley |
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URN: | urn:nbn:de:bvb:20-opus-62117 |
Dokumentart: | Artikel / Aufsatz in einer Zeitschrift |
Institute der Universität: | Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut für Psychologie |
Sprache der Veröffentlichung: | Englisch |
Erscheinungsjahr: | 1989 |
Originalveröffentlichung / Quelle: | In: International Journal of Disability, Development, and Education (1989) 36, 9, S. 169 - 185. |
Allgemeine fachliche Zuordnung (DDC-Klassifikation): | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Normierte Schlagworte (GND): | Psychologie |
Datum der Freischaltung: | 11.07.2012 |
Lizenz (Deutsch): | Deutsches Urheberrecht |