Using the Workshop Approach in University Classes To Develop Student Dispositions To Think Metacognitively and Creatively.

Autor/inn/en	Rucinski, Terrance T.; Arredondo, Daisy E.
Titel	Using the Workshop Approach in University Classes To Develop Student Dispositions To Think Metacognitively and Creatively.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Style; College Students; Creativity; Graduate Students; Graduate Study; Higher Education; Learning Strategies; Metacognition; Student Attitudes; Student Projects; Teaching Methods; Undergraduate Study; Workshops + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Collegestudent; Kreativität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Lernwerkstatt; Schulung
Abstract	As part of a larger investigation into workshop approach teaching, this study looked at how the workshop approach affected student creativity in project development and how the use of reflective journals impacted student project work. The workshop approach causes students to engage in metacognitive thinking during work on their class projects. Sixty-nine students from three graduate educational administration classes and two upper level educational technology classes participated in the study. In each class the student project, which used the workshop approach, constituted either 25 percent or 33 percent of the total class grade. Both qualitative and quantitative data were collected and analyzed. A questionnaire given to students at the end of the courses solicited their perceptions of the effects of the approach on their learning. Instructors photocopied sample student journal responses about the project, made their own reflective journal entries about use of the workshop technique and kept sample projects. Student perceptions of the overall use of the workshop approach relative to learning were generally positive. Investigators' observations and student comments indicated that students were thinking metacognitively. Students saw acceptance of a variety of project formats as providing an opportunity for creativity. The student questionnaire is appended. (Contains 12 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01