Abstracts - Earli

which were provided with a standard online discussion tool. In contrast, augmented groupawareness tools strengthened minority influence, as indicated by group decisions and individualcorrectness of decisions.B 2128 August 2007 17:30 - 18:50Room: 3.67 BékésyPaper SessionTraining and developmentChair:Roger Säljö, Göteborg University, SwedenA road map leading to a strong awareness of the learning process with teachers involved inimplementing learning strategies in classroomsGerhard Steiner, University of Basel, SwitzerlandAstrid Elke, University of Basel, SwitzerlandSandra Grieder, University of Basel, SwitzerlandCorinne Tiaden, University of Basel, SwitzerlandHeidi Steiner, University of Basel, SwitzerlandTeachers involved in longitudinal intervention studies for implementing cognitive and metacognitivelearning strategies in classrooms showed an extreme content orientation in teaching,striving mainly at fulfilling the curricular requirements with their students and lacking a definitefocus on strategy implementation. A road map was developed to complement this contentorientation of learning with a process oriented awareness of learning since strategy implementationrequires the teachers? High familiarity with the underlying learning processes to be regulated bystrategies. 62 teachers (10th through 12th grades) went through several specific steps aimed atcreating a deep awareness of the learning processes and at consolidating the correspondinglyacquired knowledge of the learning process and its strategic regulation: (a) In a three-day kick-offworkshop the teachers were challenged to consciously experience and reflect on their own learningprocesses while dealing with difficult learning tasks (e.g. interpreting difficulties in understandingor storing of information), (b) to observe the corresponding processes amongst their studentsduring a two-month period, (c) in another five workshops to acquire new knowledge about thelearning processes and their strategic regulation by processing relevant theoretical backgroundinformation in order to be able, finally, to introduce cognitive and meta-cognitive strategies intheir classrooms. The teachers’ growing awareness of the learning process was measured over thewhole workshop period (eight months) by means of qualitative and quantitative data from thereports on their own specific learning processes while dealing with specific learning tasks duringthe workshops. Differential patterns in the results seem to correspond with levels of teacher’squalification and learning orientation.– 112 –