Student Experience and Journal Writing A Metacognition Strategy?
Сохранить в:
| Авторы: | , , |
|---|---|
| Формат: | artículo original |
| Статус: | Versión publicada |
| Дата публикации: | 2019 |
| Описание: | 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. |
| Страна: | Portal de Revistas UCR |
| Институт: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Язык: | Español |
| OAI Identifier: | oai:archivo.portal.ucr.ac.cr:article/38291 |
| Online-ссылка: | https://archivo.revistas.ucr.ac.cr/index.php/educacion/article/view/38291 |
| Ключевое слово: | Learning Journal Metacognition Higher Education Learning Process Diario de aprendizaje Metacognición Educación superior Proceso de aprendizaje |