Comprehending Comprehension Episode 6: Is Knowledge Enough? скачать в хорошем качестве

Comprehending Comprehension Episode 6: Is Knowledge Enough?

To know or to learn? That is the question! In this one-hour conversation, Dr. Douglas B. Petersen (University of Wyoming) and Dr. Trina D. Spencer (Juniper Garden's Children's Project; University of Kansas) open up the room to education professionals and researchers to discuss whether we should be teaching knowledge or teaching learning. Background knowledge is critical for understanding text, but for decades, researchers have argued the importance of teaching students HOW to learn, rather than focusing solely on the acquisition of background knowledge or content-specific skills. Studies have shown that fostering metacognitive skills, critical thinking, and self-regulated learning strategies leads to more substantial and lasting improvements across academic outcomes (Graham et al., 2012; Harris, 2024; Hattie & Donoghue, 2016; Wong et al., 1990). Mastery learning approaches, as reviewed by Kulik et al. (1990), also suggest that when students are provided with adequate time and support to achieve mastery, they not only deepen their understanding of content but also build adaptive learning skills that facilitate future learning. Game-based learning research also supports the argument for teaching how to learn, as it promotes critical thinking, problem-solving, and adaptability—skills essential for tackling unfamiliar texts and contexts (Plass et al., 2015). To receive a certificate of attendance, please fill out this form: https://forms.gle/mq9AGvZUwKVB88eN6 References Graham, S., Harris, K. R., & Santangelo, T. (2012). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 49(4), 822–852. https://doi.org/10.3102/0002831212438156 Harris, K. R. (2024). The self-regulated strategy development instructional model: Efficacious theoretical integration, scaling up, challenges, and future research. Educational Psychology Review, 36(104). https://doi.org/10.1007/s10648-024-09... Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis and conceptual model. Nature Reviews Psychology, 3(2), 213–230. https://doi.org/10.1038/s41562-021-01... Kulik, C.-L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60(2), 265–299. https://doi.org/10.3102/0034654306000... Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015... Wong, B. Y. L., Harris, K. R., & Graham, S. (1991). Academic applications of cognitive-behavioral programs with learning disabled students. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures (pp. 245–275). The Guilford Press.