Abstracts - Earli

esearch and intends to produce new theories and practices for PLE contexts. The research datawas analyzed qualitatively, and it consists of interviews with children and video material of cocreativeprocesses. The results indicate that the children considered learning through co-creationand turning fact into fiction in groups a fascinating way to learn new things, to practice groupwork, and to use one’s imagination in the school setting. They felt that refining and elaboratingideas as a group was inspiring but also somewhat strenuous. During the co-creative learningprocesses the children encountered five types of challenges: physical, intellectual, social,collaborative, and emotional.F 829 August 2007 17:00 - 18:20Room: 0.89 JedlikPaper SessionMetacognitionChair:Csaba Csíkos, University of Szeged, HungaryInfluence of task and goal orientation on the generation of information seeking questionsKoto Ishiwa, Universidad de Alcala, SpainVicente Sanjose, Universidad de Valencia, SpainJose Otero, Universidad de Alcala, SpainQuestions addressing knowledge deficits, that is, questions seeking information that could solvethese deficits, are especially important in educational settings. We conceptualize the generation ofinformation seeking questions as a process involving a certain input, a processing goal, andobstacles to achieve this goal . Given a certain textual input, goals and obstacles are closelyrelated. Goals may be manipulated by setting different tasks and this should have an influence onthe obstacles found and the questions asked. Goal orientation is another variable that mayinfluence reading goals. We present results of an experiment where we manipulated task (readingfor understanding or reading to solve an easy problem) and induced goal orientation (mastery vs.performance) in order to look at the effect on question generation. The questions asked by studentswere classified into three categories according to the reason for their generation: (a) knowledge ofentities, (b) justification of entities, (c) consequences of entities . Both task and goal orientationhad a significant effect on questions asked. Also there was an interaction between these variables.These results can be interpreted as evidence of different readers’ internal representationsdepending on task and goal orientationSecondary students’ adaptation of study strategies across tasks and subject domainsHein Broekkamp, University of Amsterdam, NetherlandsBernadette Van Hout-Wolters, University of Amsterdam, NetherlandsA contextual approach is taken to investigate study strategies as used by students in regularsettings of secondary schools. By closely connecting qualitative descriptions of students’ use ofstudy strategies to a description of the individual and environmental context in which they usethese strategies, we aim to explain their strategy choices. Moreover, we attempt to describe themetacognitive processes that students use in order to adapt their strategy choices to the demands– 331 –