| Title: |
A Metacognitive Teaching Intervention to Overcome Student Misunderstandings about Negligence |
| Language: |
English |
| Authors: |
Judd L. Leach; Lesley F. Leach; Kyle Post |
| Source: |
Journal of Legal Studies Education. 2024 41(2):95-105. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Law Students; Metacognition; Intervention; Negligence; Beliefs |
| DOI: |
10.1111/jlse.12151 |
| ISSN: |
0896-5811; 1744-1722 |
| Abstract: |
Negligence can be a difficult concept for business law students to understand, likely due to faulty schemas and naïve theories formed by their prior experiences. In this article, we describe a metacognitive teaching intervention used in a business law course to potentially overcome students' misconceptions regarding negligence. On average, students who received the teaching intervention experienced greater growth in their understanding of negligence than students who did not receive the teaching intervention. These initial results provide support for the development of additional metacognitive strategies to overcome student obstacles to understanding negligence. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1435854 |
| Database: |
ERIC |