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The impact of learning journals on metacognitive and cognitive processes and learning performance

McCrindle, Andrea R. & Christensen, Carol (1995) The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), pp. 167-185.

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Abstract

Forty university students in a first-year biology course were randomly assigned to either a learning journal (experimental) or scientific report (control) group. Students in the learning journal group were provided with opportunities to develop a written record of their learning processes during the course. Students in the scientific report group were provided with similar opportunities to write a report on the material they were learning. Both groups gave comparable ratings on a questionnaire asking them to indicate the importance of a range of metacognitive and cognitive strategies. Results showed that the experimental group used more metacognitive strategies and more sophisticated cognitive strategies during a learning task. The journal group also showed more sophisticated conceptions of learning, greater awareness of cognitive strategies and demonstrated the construction of more complex, related and integrated knowledge structures when learning from text. Finally, the journal group performed significantly better on the final exam for the course.

Impact and interest:

66 citations in Scopus
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ID Code: 12303
Item Type: Journal Article
Additional Information: For more information, please refer to the journal’s website (see hypertext link) or contact the author.
DOI: 10.1016/0959-4752(95)00010-Z
ISSN: 0959-4752
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1995 Elsevier
Deposited On: 05 Feb 2008
Last Modified: 10 Aug 2011 23:37

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