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Other titles in the Contemporary Trends and Issues in Science Education series:

Contemporary Trends and Issues in Science Education #40: Metacognition in Science Education: Trends in Current Research

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Contemporary Trends and Issues in Science Education #40: Metacognition in Science Education: Trends in Current Research Cover

 

Synopses & Reviews

Publisher Comments:

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?

Synopsis:

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.

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?

Table of Contents

Introduction.- Metacognition in science education: Definitions, constituents, and their intricate relation with cognition.- Reading science: How a naive view of reading hinders so much else.- Metacognitive knowledge and field-based science learning in an outdoor environmental education program.- The role of metacognition in students' understanding and transfer of explanatory structures in science.- Self-regulated learning and conceptual development in young children: The development of biological understanding.- The role of knowledge integration in learning chemistry with dynamic visualization.- The relationship between metacognition and the ability to pose questions in chemical education.- Explicit teaching of meta-strategic knowledge: definitions, student' learning, and teachers' professional development.- A metacognitive teaching strategy for pre-service teachers: Collaborative diagnosis of conceptual understanding in science.- Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education and classroom practice.

Product Details

ISBN:
9789400721319
Author:
Zohar, Anat
Publisher:
Springer
Author:
Dori, Yehudit Judy
Location:
Dordrecht
Subject:
Study & Teaching
Subject:
chemical education
Subject:
Computerized Learning Environment
Subject:
Conceptual Understanding in Science
Subject:
Designing Prompts
Subject:
Learner Capability
Subject:
Meta-Strategic Knowledge
Subject:
Pre-Service Teachers
Subject:
Process of Change
Subject:
Science -- Education.
Subject:
scientific inquiry
Subject:
Symbolic and Molecular Representations
Subject:
Transfer Casual Concepts
Subject:
conceptual understanding
Subject:
dynamic visualization
Subject:
explanatory structures
Subject:
Literacy
Subject:
Metacognition
Subject:
metacognitive teaching strategy
Subject:
science concepts
Subject:
Self Regulated Learning
Subject:
students understanding
Subject:
Thinking.
Subject:
Learning & Instruction
Subject:
Teaching and Teacher Education
Subject:
Education-Teaching Science
Subject:
Chemical
Subject:
Education
Subject:
B
Subject:
Humanities, Social Sciences and Law
Subject:
Science_xStudy and teaching
Copyright:
Edition Description:
2012
Series:
Contemporary Trends and Issues in Science Education
Series Volume:
40
Publication Date:
20111028
Binding:
HARDCOVER
Language:
English
Pages:
240
Dimensions:
235 x 155 mm

Related Subjects

Education » General
Education » Teaching » Science
Science and Mathematics » History of Science » General

Contemporary Trends and Issues in Science Education #40: Metacognition in Science Education: Trends in Current Research New Hardcover
0 stars - 0 reviews
$170.50 In Stock
Product details 240 pages Springer - English 9789400721319 Reviews:
"Synopsis" by , 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.
"Synopsis" by , 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?
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