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Direct linkBergey, Bradley W.; Cromley, Jennifer G.; Kaplan, Avi; Bloxton, James D., II – Journal of Experimental Education, 2023
Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical base for whether and how student-generated questions are associated with comprehension monitoring and whether they predict performance remain open questions. To address these, we investigated the questions undergraduate students in an…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, Questioning Techniques
Peer reviewedLambiotte, Judith G.; Dansereau, Donald F. – Journal of Experimental Education, 1992
Effects of knowledge maps, outlines, or lists of key terms on recall by 74 undergraduates (29 males and 45 females) of 2 biology lectures were compared. The hypothesized advantage of maps over outlines or lists was not found generally, but it was found for students low in prior knowledge. (SLD)
Descriptors: Comparative Analysis, Higher Education, Learning Strategies, Lecture Method
