Development of Instruction Plan Based on Generative Learning Theory Components to Enhance Self-Regulation

Subject Areas : روان‌شناسی تحولی

Leila  Orvati Movaffagh ¹ (PhD Candidate Allameh Tabatabai University)
Soghra  Ebrahimi Ghavam ² (PhD Associate Professor in Allameh Tabatabai University)
Esmaeil  Sadipour ³ (PhD Associate Professor in Allameh Tabatabai University)
Ali  Delavar ⁴ (PhD Professor in Allameh Tabatabai University)
Fariborz  Dortaj ⁵ (PhD Professor in Allameh Tabatabai University)

Received: 2019-01-16 Accepted : 2019-01-16 Published : 2018-09-23

Keywords: Self-regulation, Keywords: generative learning, generative learning components, generative instruction plan,

Abstract :

T he purpose of this research is to development of generative instruction plan based on the components of generative learning theory to enhance self-regulation. The qualitative content analysis with deductive exploratory method used to identify generative learning theory components and development of generative plan, And to provide strategies used of Thematic Matrix. The statistical population of this study include all experimental studies, review articles, dissertations and all resources related to generative learning from 1974 to 2017. With purposeful sampling selected 47 articles and one dissertation as units of study. For validation selected 10 experts in educational psychology and educational technology. Finally, extracted 14 main categories includes: attention, motivation, teacher, prior knowledge, Learning opportunities, Student perception, active learner, generation, evaluation, content, analysis, instruction, instructional environment and cooperative learning. Based on these components, instructional plan with the following sections developed: identifying and analyzing the learner, providing instruction, learners engagement, activating prior knowledge, providing content, creating learning opportunities, Facilitation and scaffolding, cooperative learning, generation and evaluation.

References:

باقرآبادی، م. (1393). بررسی تأثیر مدل طراحی زایشی بر یادگیری، یادداری و انگیزش پیشرفت تحصیلی دانش‌آموزان در درس علوم. پایان‌نامه کارشناسی ارشد، دانشکده علوم تربیتی، دانشگاه آزاد کرمانشاه.

زنگنه، ح. (1392). طراحی و تدوین و اعتباریابی مدل مبتنی بر یادگیری زایشی به منظور افزایش بازده‌های یادگیری سطح بالا (تحلیل، ارزشیابی، خلق کردن) در یادگیرندگان مقطع دبیرستان. پایان‌نامه دکتری، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی.

سیف، ع. آ. (1388). روان‌شناسی پرورشی نوین: روان‌شناسی یادگیری و آموزش. تهران: نشر دوران.

صحرایی، ف. (1394). تاثیر برنامه یادگیری زایشی بر انگیزش پیشرفت تحصیلی، راهبردهای یادگیری خودتنظیمی و یادگیری دانشجویان رشته علوم تربیتیدانشگاه اراک. پایان‌نامه کارشناسی ارشد، دانشکده علوم انسانی، دانشگاه اراک.

عابدی‌جعفری، ح.، تسلیمی، م. س. و شیخ‌زاده، م. (1390). تحلیل مضمون و شبکه مضامین: روشی ساده و کارآمد برای تبیین برنامه‌های موجود در داده‌های کیفی. اندیشه مدیریت راهبردی (اندیشه مدیریت)، 5(2)، 198- 151.

فرهوش، م. و احمدی‌مبارکه، م. (1392). رابطه سبک‌های تفکر و راهبردهای یادگیری با انگیزش پیشرفت. روان‌شناسی تحولی: روان‌شناسان ایرانی، 9(35)،306- 297.

کهزایی، ن. و مکوندی، ب. (1394). مقایسه باورهای فراشناختی و نشخوار فکری در دانشجویان با سطوح بهنجار و بیمارگون از نگرانی. روان‌شناسی تحولی: روان‌شناسان ایرانی،11(43)،333- 325.

مرادی، م. و فردانش، آ. (1393). تأثیر روش آموزش مبتنی بر الگوی طراحی یادگیری زایشی بر انگیزش و یادگیری دانش‌آموزان در درس زیست‌شناسی. مهندسی آموزشی: تکنولوژی و طراحی آموزشی، 3(3)، 9-1.

Azevedo, R., & Cromley, J. G. (2004). Does training ofself-regulated learning facilitate students' learning with hypermedia? Educational Psychology, 96(3), 523-535.

Cano García, F., García, A., Berbén, A. B. G., Pichardo, M. C., & Justicia, F. (2014). The effects of ques­tion-generation training on metacognitive knowledge, self-regulation and learning ap­proaches in science. Psicothema, 26(3), 385-390.

Chae, Y. (2009). Gifted and general high school stu­dents’ perceptions of classroom quality in Korea and the United States. PhD Dissertation, Purdue University, West Lafayette, Indiana.

Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 191–226). Mahwah, NJ: Lawrence Erlbaum.

Davis, H. A. (2003). Conceptualizing the role and in­fluence of student– teacher relationships on chil­dren's social and cognitive development. Educa­tional Psychologist, 38(4), 207–234.

Farouk, A., & Elfateh, A. (2016). Effectiveness use generative learning model on strategic thinking skills and learning level of basics offensive fenc­ing. Movement and Health, 16(1), 33-38.

Fiorella. L., & Mayer, R. E. (2016). Eight ways to pro­mote generative learning. Educational Psychol­ogy Review,28(4), 717-741.

Gale, S. T. F. (2006). Generative instruction and learn­ing: Strategies for increasing student achievement in low performing and at-risk students. PhD Dis­sertation, Department of curriculum studies, Uni­versity of South Carolina.

Grabowski, B. L. (1996). Generative learning: Past, present, and future.Grabowski, B. L. 1996. Gen­erative learning: Past, present, and future. In D. H. Jonassen. (Ed.), Handbook of research for educa­tional communications and technology, (PP. 897–918). New York: Simon & Schuster Macmillian.

Grabowski, B. L. (2004). Generative learning contribu­tions to the design of instruction and learning. In D. H. Jonassen & Association for Educational Communications and Technology (Eds.), Hand­book of research on educational communications and technology (pp. 719-743). Mahwah, N. J.: Lawrence Erlbaum.

Hanke, U. (2012). Generative teaching: Improvement of generative Learning. In N. M. Seel (Ed.), Ency­clopedia of the sciences of learning (pp 1358-1360). New York, Heidelberg: Springer.

Kish, H. Z. (2008). Generative learning model to teach adult learners digital imagery. Encyclopedia of In­formation Technology Curriculum Integration, 2, 357-364.

Kourilsky, M., & Wittrock, M. C. (1992). Generative teaching: An enhancement strategy for the learning of economics in cooperative groups. American Educational Research Journal, 29(4), 861–876.

Linden, M., & Wittrock, M. C. (1981). The teaching of reading comprehension according to the model of generative learning. Reading Research Quarterly, 17(1), 44–57.

Lee, H. W. (2008).The effects of generative learning strategy prompts and meta-cognitive feedback on learners, self-regulation, generation process, and achievement. PhD Dissertation. The Pennsylvania State University.

Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2009). Generative learning strategies and metacognitive feedback to facilitate comprehension of complex science topics and self-regulation. Journal of Ed-ucational Multimedia and Hypermedia, 18(1), 5-26.

Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2008). Generative learning: Principles and implications for making meaning. In M. Specter, M. D. Merrill, J. J. G. van Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communi­cations and technology (pp.111-124). New York, NY: Taylor & Francis Group.

Marquez, H. S., Lieto, J., & Martin,R. (2018). How us­ing generative learning strategies improved medi­cal student self-competency in end-of-life care. The Permanente Journal, 22, 17-064.

Mayer, R. E. (2010). Merlin C. Wittrock's enduring contributions to the science of learning. Educa­tional Psychologist, 45(1), 46-50.

Morrison, G. (2011). The implications of generative learning strategies for integrating cognitive load and self-regulation theory into educational inno­vations. The Center for Educational Partnerships and Associate Professor of Educational Research. Instructional Design and Technology Old Domin­ion University.

Oh, S., & Kim, Y. (2016). The effects of generative concept map on science learning achievement and cognitive load. Educational Technology Interna­tional. 17(2), 253-271.

Osborne, R. J., & Wittrock, M. C. (1983). Learning sci­ence: A generative process. Science Education, 67(4), 489-508.

Osborne, R. J., & Wittrock, M. C. (1985). The Genera­tive Learning Model and its Implications for Sci­

         ence Education. Studies in Science Education, 12(1), 59 -87.

Pagani, L. S., Fitzpatrick, C., & Parent, S. (2012). Re­lating kindergarten attention to subsequent devel­opmental pathways of classroom engagement in elementary school. Journal of Abnormal Child Psychology, 40(5), 715 -725.

Petegem, K., Aelterman, A., Rossel, Y., & Creemers, B. (2006). Student perception as moderator for student wellbeing. Social Integrators Research, 83, 447 -463.

Pilegard, C. A., & Fiorella, L. (2016). Helping students help themselves: Generative learning strategies improve middle school students' self-regulation in a cognitive tutor. Computers in Human Behavior, 65, 121 -126.

Reid, A. J., & Morrison, G. (2014). Generative learning strategy use and self-regulatory prompting in dig­ital text. Journal of Information Technology Edu­cation: Research, 13, 49 -72

Ritchie, D., & Volkl, C. (2000). Effectiveness of two generative learning strategies in the science class­room. School Science and Mathematics, 100(2), 83 -89.

Saeed, S., & Zyngier, D. (2012). How motivation influ­ences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252 -267.

Sauer, K. M., & Burdina, M. (2010). Using generative learning strategies for assessment of student un­derstanding in a principles of microeconomics course. Retrieved 1 September, 2018 from https:// papers.ssrn.com/ sol3/results.cfm.

Shepherd, D. A., & DeTienne, D. R. (2005). Prior knowledge, potential financial reward, and oppor­tunity identification. Entrepreneurship Theory and Practice, 29(1), 91 -112.

Stuckey-Mickell, T. A. (2010). The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles. Doctoral Dissertation, Northern Illinois Univer­sity.

Tang, J., & Murphy, P. J. (2012). Prior knowledge and new product and service introductions by entre­preneurial firms: The mediating role of technolog­ical innovation.Journal of Small Business Man­agement, 50(1), 41–62.

Wittrock, M. C. (1974a). Learning as a generative pro­cess. Educational Psychologist, 19(2), 87–95.

Wittrock, M. C. (1974b). A generative model of math­ematics education. Journal for Research in Math­ematics Education, 5(4), 181–196.

Wittrock, M. C. (1985). Teaching learners generative strategies for enhancing reading comprehension. Theory into Practice, 24(2), 123–126.

Wittrock, M. C. (1990). Generative processes of com­prehension. Educational Psychologist, 24, 345 –376.

Wittrock, M. C. (1991). Generative teaching of com­prehension. Elementary School Journal, 92, 167 –182.

 Wittrock, M.C. (1992). Generative learning processes of the brain. Educational Psychologist, 27(4), 531 –541.

Wittrock, M. C., & Alesandrini, K. (1990). Generation of summaries and analogies and analytic and ho­listic abilities. American Educational Research Journal, 27, 489–502.