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In the digital age, interactive teaching-learning systems are one of the main tools that have been introduced and are still being tested in Education. In any educational process, however, the main objective is the development of metacognitive strategies in students. Through them, knowledge acquisition mechanisms are activated, with an essential factor interacting between cognition and metacognition: students' attitudes towards the specific cognitive domain. An intriguing field of the above implementation is the demanding school expository texts.The purpose of this research was, on the one hand, to design and develop an interactive learning environment for learning/teaching -with the use of pedagogical agents- of expository texts, more specifically on the subject of History, and on the other hand, the evaluation of its effectiveness, in terms of cognition (knowledge acquisition), metacognition and attitude towards History.In the present research context, the GEO-HISTOR interactive learn ...
In the digital age, interactive teaching-learning systems are one of the main tools that have been introduced and are still being tested in Education. In any educational process, however, the main objective is the development of metacognitive strategies in students. Through them, knowledge acquisition mechanisms are activated, with an essential factor interacting between cognition and metacognition: students' attitudes towards the specific cognitive domain. An intriguing field of the above implementation is the demanding school expository texts.The purpose of this research was, on the one hand, to design and develop an interactive learning environment for learning/teaching -with the use of pedagogical agents- of expository texts, more specifically on the subject of History, and on the other hand, the evaluation of its effectiveness, in terms of cognition (knowledge acquisition), metacognition and attitude towards History.In the present research context, the GEO-HISTOR interactive learning environment was designed, developed and implemented based on geographical information systems (GIS) for history learning. Its effectiveness was evaluated by its application in real school classroom conditions regarding the level of knowledge, metacognition and attitude of students towards the subject of History. Specifically, comparisons were made between an experimental group (N = 27 A class High School students) using the interactive learning environment being evaluated against a control group (N = 27 A class High School students).For this evaluation, in addition to the standard knowledge evaluation criteria, two essential self-referential psychometric tools were used, suitable for the Greek educational environment, after first ensuring their reliability and validity: the adapted, standardized with new factorial structure MARSI-2fR scale for capturing the metacognitive awareness of reading strategies and the newly structured for the needs of this research, EDIS scale to capture the students’ attitude towards History.Based on the above research, the interactive intervention produced the following results:(a) Recorded a more favourable attitude towards History among students.(b) It did not seem to affect the students’ intention to choose Humanities studies decisively, but it reduced indecisiveness in them.(c) It improved comprehensive knowledge of the specific object of History, moving away from sterile memorization with a deeper understanding and consolidation of the material.(d) The comprehensive knowledge recorded in the specific subject after the intervention led even students not keen on it to higher performance in the learned knowledge.(e) It increased self-assessed metacognition, normalizing differences in gender and type of student-reader (but not in terms of receiving extracurricular assistance).(f) Based on self-assessed metacognition, it led to a significant increase in students' use of reading strategies not observed in traditional instruction.(g) It resulted in higher levels of metacognition than traditional teaching overall (MARSI-2fR scale) and in terms of the use of text-oriented (textor) and non-Greek-common, extra-textual (textout) reading strategies.(h) It influenced the students to use extra-textual reading strategies, in contrast to the traditional intervention, which influenced them to use text-oriented reading strategies to confirm the Greek school reality.(i) Based on the attitudes-wider knowledge correlations, even the students with a negative attitude towards History acquire a high level of comprehensive knowledge of the subject, which was not observed in traditional teaching.(j) However, based on the cognition-metacognition correlations, in terms of encouraging students to use reading strategies while studying expository texts, the narrative pedagogical agents of the interactive intervention did not appear to outweigh the teacher of traditional teaching.(k) In a first attempt, the descriptions of performance variables with multiple linear regression models, in which the scores of the EDIS and MARSI-2fR scales (and their subscales) were necessarily used as independent variables, turned out to be obscure for reasons possibly involving the step-by-step options in the course of constructing the scales.
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