A metacognitive model to assist the direct instruction of study strategies in the Newfoundland and Labrador grade VI science curriculum
The goal of this thesis was to develop a model that would facilitate direct instruction of study skills within the context of the grade VI science curriculum. Development of the model proceeded in three stages. First, the conceptual framework for the model was refined through a review of the researc...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
Memorial University of Newfoundland
1994
|
| Subjects: | |
| Online Access: | https://research.library.mun.ca/9918/ https://research.library.mun.ca/9918/1/Wells_CatherineN.pdf |
| Summary: | The goal of this thesis was to develop a model that would facilitate direct instruction of study skills within the context of the grade VI science curriculum. Development of the model proceeded in three stages. First, the conceptual framework for the model was refined through a review of the research done in the study skills area. Findings from that review supported the development of a model based on cognitive-strategy approach to study skills instruction. Accordingly, in the second stage of model development, a cognitive-strategy model was developed for direct instruction of study skills in the context of grade VI science. Third, a small school-based pilot study of the model was undertaken. The purpose of the pilot study was to identify any obvious difficulties in using the model in classroom setting; the presence of such difficulties would require modification before the model could be evaluated formally. Limitations in program material and teacher raining were identified in the pilot. Overall, findings are discussed in terms of the importance of direct instruction of study skills in the classroom and the challenges associated with that instruction. |
|---|