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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/83243

    Title: Student Question-Generation: The Learning Processes Involved and Their Relationships with Students’ Perceived Value
    Other Titles: 學生出題的學習歷程及其與工作價值感之相關
    Authors: Yu, Fu-Yun;Wu, Chun-Ping
    Contributors: 淡江大學教育科技學系
    Keywords: 學習方法;學習策略;工作價值感;學生出題;learning approach;learning strategy;perceived task value;student question-generation
    Date: 2012-12
    Issue Date: 2013-03-15 15:31:05 (UTC+8)
    Publisher: 臺北市: 國立臺灣師範大學
    Abstract: Studies on student question-generation have mainly emphasized its value as an instructional intervention and examined its effects using experimental or action research methods. Although the theoretical foundations of student question-generation are sound and its empirical bases are solid, issues with regard to the nature of the enacted learning processes and their relationships with perceived value remain largely unexamined empirically. These issues should have important instructional implications, as well as empirical, methodological, and theoretical significance. Therefore, this study aims to reveal the nature of student question-generation learning processes using information processing and student approaches to learning theories; establish empirical evidence for multiple learning approaches and investigate whether any learning strategies and task value differences exist among different learning approaches; and examine the relationships among learning strategies, learning approaches, and task value. This study uses a survey research method and incorporates a student question-generation component into an undergraduate course that is part of a teacher preparation program. Instruments with established reliability and validity are used. This study has four major findings. First, within a student question-generation context, learners tend to activate learning strategies and use a deep learning approach when studying. Second, students may commit themselves to more than one learning approach during a specific task. Third, learners with different learning approaches are found to have statistically significant differences in their use of learning strategies and perceived task value. Fourth, learners who perceive more value in student question-generation tend to adopt a deep learning approach. The theoretical, methodological, and empirical significance of this study is highlighted, followed by suggestions for instructional implementations and future work.
    Relation: Journal of Research in Education Sciences=教育科學研究期刊 57(4) , p.135-162
    DOI: 10.3966/2073753X2012125704005
    Appears in Collections:[教育科技學系暨研究所] 期刊論文

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