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Direct linkToftness, Alexander R.; Carpenter, Shana K.; Geller, Jason; Lauber, Sierra; Johnson, Madeline; Armstrong, Patrick I. – Metacognition and Learning, 2018
Students' judgements of their own learning often exceed their knowledge on a given topic. One source of this pervasive overconfidence is fluency, the perceived ease with which information is acquired. Though effects of fluency on metacognitive judgments have been explored by manipulating relatively simple stimuli such as font style, few studies…
Descriptors: Metacognition, Learning Processes, Video Technology, Lecture Method
Hutchison, Charles B.; Padgett, Bobby L., II – Science Activities: Classroom Projects and Curriculum Ideas, 2007
Effective teaching is the art of getting information to the students' memory in an organized manner to facilitate later retrieval. Thanks to advances in cognitive science, one can talk of the science of teaching. A metaphor that captures the work of effective teachers is "teachers as knowledge engineers," which connotes that effective teachers…
Descriptors: Science Instruction, Memory, Figurative Language, Teacher Effectiveness
Bentley, Donna Anderson – Improving College and University Teaching, 1981
An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)
Descriptors: College Instruction, College Students, Higher Education, Learning Processes
Hodges, Daniel L. – 1982
As an aid to increasing teacher effectiveness, this paper outlines findings derived from the field of cognitive psychology on the way in which memory operates, provides examples, and suggests a variety of ways the information can be applied in teaching. Among the findings cited are the following: (1) some types of information can be encoded (i.e.,…
Descriptors: Classroom Techniques, Cognitive Processes, Community Colleges, Learning Processes
Peer reviewedRussell, I. Jon; And Others – Journal of Medical Education, 1984
Opinions differ regarding how much of the available information on a particular topic should be presented in a medical school lecture. Data suggest that lectures to medical students are more effective aids to learning when the information density is limited to a few main points that are essential. Author/MLW)
Descriptors: Academic Achievement, College Instruction, Higher Education, Information Dissemination
Download full textFrager, Alan M. – 1979
Well-known questioning strategies, built on question classification systems, are examined. Types of question classification systems are identified as: "hierarchical," which are sequential and cumulative; "non-hierarchical," which are based on elements which should not be rank ordered; systems which are "context-bound" to specifics; and…
Descriptors: Abstract Reasoning, Cognitive Objectives, Critical Thinking, Higher Education
Smith, Marilyn M.; And Others – 1970
One competency to be demonstrated by future teachers in the OCE ComField program is defined in terms of their ability to bring about a wide range of cognitive responses on the part of pupils, indicating that the pupil is using a variety of mental operations, which include divergent thinking memory, evaluative thinking, and identifying common…
Descriptors: Abstracting, Cognitive Development, Divergent Thinking, Elementary School Teachers
