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Author Deekens, Victor M
Title Differences in the use of macro-level self-regulated learning processes between students that gain declarative knowledge and students that gain conceptual understanding about complex science topics
book jacket
Descript 71 p
Note Source: Masters Abstracts International, Volume: 47-05, page: 2484
Adviser: Jeffrey A. Greene
Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2009
Learning complex science topics is an important part of students' education. Learning these complex topics is difficult, and students often fail to gain a conceptual understanding of them. Research shows that the use of hypermedia based learning environments can enhance students' ability to learn complex science topics. However, the use of hypermedia as a learning tool does not always improve students' learning. Additional research has shown that the use of self-regulated learning (SRL) processes enhances students' ability to reach a conceptual understanding of complex topics with hypermedia. In this study, to improve understanding of self-regulated learning with hypermedia, I examined what differentiates students that gain conceptual understanding from those that only gain declarative knowledge about a complex science topic. Specifically, I examined differences in the frequency of students' use of macro-level SRL processes. After completing the analysis, no statistically significant differences were found in the frequency participants in the conceptual understanding group employed macro-level SRL processes when compared to participants in the declarative knowledge group
School code: 0153
Host Item Masters Abstracts International 47-05
Subject Education, Educational Psychology
0525
Alt Author The University of North Carolina at Chapel Hill. Education: Doctorate/Master's in Education
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