Effects of self-directed learning, story comprehension, and self-questioning in kindergarten

Rivka Glaubman, Hananyah Glaubman, Lea Ofir

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    26 Scopus citations


    The effects of children's questioning at the kindergarten level were investigated. Two theory-based intervention methods—active processing and metacognitive—and a conventional control group were used to facilitate questioning. Theory-based intervention was expected to enhance achievements in the quality of questioning, story comprehension, and self-directed learning in both short- and long-term testing; also, the metacognitive results were expected to surpass those of active processing. Ninety-three children from 7 kindergartens were randomly assigned to the above 3 groups. Theory-based training was more efficacious, and the metacog-nitive-based method was superior to the active processing method, especially in generating quality questions and in selfdirected learning.

    Original languageEnglish
    Pages (from-to)361-374
    Number of pages14
    JournalJournal of Educational Research
    Issue number6
    StatePublished - 1 Jul 1997


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