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The effects of a self-reflective lea...

Bland, Lisa Shawn.

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The effects of a self-reflective learning process on student art performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of a self-reflective learning process on student art performance./
作者:	Bland, Lisa Shawn.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2466.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3183043
ISBN:	9780542240751

The effects of a self-reflective learning process on student art performance.
Bland, Lisa Shawn.

The effects of a self-reflective learning process on student art performance. - 127 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2466.

Thesis (Ph.D.)--The Florida State University, 2005.

This study is a quasi-experimental study designed primarily to investigate whether a student self-regulated learning strategy would positively affect the student art performance of 50 students from two intact eighth-grade classes in a Georgia Public School System. The treatment for the experimental group was instruction and practice in reflecting personal artwork through planning, monitoring, and evaluation on their artwork through written assessment. Implementing a self-regulated learning strategy using art portfolios allowed students to plan, sequence, and monitor their learning. The aim for this study was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enable them to define, plan, and self-monitor their thinking through problem solving. Students in the experimental group and the control group both completed pretest and posttest portfolios of artwork. Students in the experimental group also completed a self-reflective writing pretest and posttest.

ISBN: 9780542240751Subjects--Topical Terms:

1018432
Education, Art.

The effects of a self-reflective learning process on student art performance.
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520 $a This study is a quasi-experimental study designed primarily to investigate whether a student self-regulated learning strategy would positively affect the student art performance of 50 students from two intact eighth-grade classes in a Georgia Public School System. The treatment for the experimental group was instruction and practice in reflecting personal artwork through planning, monitoring, and evaluation on their artwork through written assessment. Implementing a self-regulated learning strategy using art portfolios allowed students to plan, sequence, and monitor their learning. The aim for this study was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enable them to define, plan, and self-monitor their thinking through problem solving. Students in the experimental group and the control group both completed pretest and posttest portfolios of artwork. Students in the experimental group also completed a self-reflective writing pretest and posttest.
520 $a Results from the experimental group indicated an increase in the scores of the written reflections that led the researcher to conclude that instructional strategies that teach students to practice self-regulated learning skills while learning course content improves both the learners' process of self-evaluation and their self-assessment strategies providing metacognitive knowledge. However, the art performance scores for students in the experimental group and the control group were about the same for the posttest, identifying the results of the treatment did not show a significant increase for art performance.
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