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Livre 20 sur 40: Contemporary Trends and Issues in Science Education
Synopsis
Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning?
Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology.
Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognitionis not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Présentation de l'éditeur
Focusing on science education, this volume presents recent studies on the role metacognition plays in learning and higher order thinking. Readers will find cutting-edge research about how various forms of metacognitive instruction may enhance thinking in science classrooms.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Metacognition in Science Education (eng)
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Metacognition in Science Education
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Springer Netherlands Nov 2013, 2013
ISBN 10 : 940073820X
ISBN 13 : 9789400738201
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Why is metacognition gaining recognition, both in education generally and in science learning in particular What does metacognition contribute to the theory and practice of science learning Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice. 288 pp. Englisch. N° de réf. du vendeur 9789400738201
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Metacognition in Science Education
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Springer Netherlands, 2013
ISBN 10 : 940073820X
ISBN 13 : 9789400738201
Neuf
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Metacognition in Science Education : Trends in Current Research
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Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Why is metacognition gaining recognition, both in education generally and in science learning in particular What does metacognition contribute to the theory and practice of science learning Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognitionis not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice. N° de réf. du vendeur 9789400738201
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Metacognition in Science Education
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Metacognition in Science Education
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Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -Why is metacognition gaining recognition, both in education generally and in science learning in particular What does metacognition contribute to the theory and practice of science learning Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology.Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognitionis not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.Springer Nature Customer Service Center GmbH, Europaplatz 3, 69115 Heidelberg 288 pp. Englisch. N° de réf. du vendeur 9789400738201
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Metacognition in Science Education
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Metacognition in Science Education
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Metacognition in Science Education | Trends in Current Research
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Taschenbuch. Etat : Neu. Metacognition in Science Education | Trends in Current Research | Anat Zohar (u. a.) | Taschenbuch | Contemporary Trends and Issues in Science Education | viii | Englisch | 2013 | Springer | EAN 9789400738201 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. N° de réf. du vendeur 105540496
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Metacognition in Science Education: Trends in Current Research: 40 (Contemporary Trends and Issues in Science Education)
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