Student Experience and Journal Writing A Metacognition Strategy?
محفوظ في:
| المؤلفون: | , , |
|---|---|
| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2019 |
| الوصف: | A diary is perceived as reflective writing that can help teachers establish a direct communication channel with students. The purpose of this article is to substantiate that daily journal writing helps facilitate the development of student metacognition skills. Using a qualitative methodology with Atlas Ti software, a group of 82 postgraduate Education Majors from two universities shared their experiences with regards to journal writing. The results reveal that keeping a diary stirs thought among students, leading to the development of skills that contribute to metacognition and greater awareness about learning. We also observed that journal writing helps teachers identify guidelines for improving their performance with actions that will assist them in facing the challenges of Higher Education in this XXIst century. |
| البلد: | Portal de Revistas UCR |
| المؤسسة: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| اللغة: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/38291 |
| الوصول للمادة أونلاين: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/38291 |
| كلمة مفتاحية: | Learning Journal Metacognition Higher Education Learning Process Diario de aprendizaje Metacognición Educación superior Proceso de aprendizaje |