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Improving access to knowledge: the effect of strategy training for question answering in high school geography
Author(s) -
Watson Kenneth L.,
Lawson Michael J.
Publication year - 1995
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1995.tb01134.x
Subject(s) - test (biology) , think aloud protocol , psychology , question answering , cognition , metacognition , mathematics education , computer science , artificial intelligence , human–computer interaction , paleontology , usability , neuroscience , biology
Senior high school students were trained to use a strategy to improve the application of knowledge in answering geography short‐answer test questions. The strategy focused on strategic behaviours ranging from procedures for activating knowledge to use of executive strategies. This training was found to be effective in improving test performance. Analysis of think‐aloud protocols of cognitive behaviour while answering test questions snowed that training was effective in encouraging the target strategic behaviours.