標題: Titlebook: Cognition, Metacognition, and Culture in STEM Education; Learning, Teaching a Yehudit Judy Dori,Zemira R. Mevarech,Dale R. Baker Book 2018 [打印本頁] 作者: Curator 時間: 2025-3-21 16:16
書目名稱Cognition, Metacognition, and Culture in STEM Education影響因子(影響力)
書目名稱Cognition, Metacognition, and Culture in STEM Education影響因子(影響力)學科排名
書目名稱Cognition, Metacognition, and Culture in STEM Education網絡公開度
書目名稱Cognition, Metacognition, and Culture in STEM Education網絡公開度學科排名
書目名稱Cognition, Metacognition, and Culture in STEM Education被引頻次
書目名稱Cognition, Metacognition, and Culture in STEM Education被引頻次學科排名
書目名稱Cognition, Metacognition, and Culture in STEM Education年度引用
書目名稱Cognition, Metacognition, and Culture in STEM Education年度引用學科排名
書目名稱Cognition, Metacognition, and Culture in STEM Education讀者反饋
書目名稱Cognition, Metacognition, and Culture in STEM Education讀者反饋學科排名
作者: 吹氣 時間: 2025-3-21 22:28
Introduction,logical approaches with a primary emphasis on student learning. The variety of author nationalities and the cultures they investigate are additional testimonials of the robustness and multifaceted nature of this book.作者: TRAWL 時間: 2025-3-22 04:15 作者: Bombast 時間: 2025-3-22 07:09 作者: MAPLE 時間: 2025-3-22 11:08 作者: 上坡 時間: 2025-3-22 13:05 作者: 上坡 時間: 2025-3-22 17:41 作者: Hirsutism 時間: 2025-3-23 00:38
Teacher Cognition of Engaging Children in Scientific Practices,cher knowledge of inquiry-based instruction, scientific inquiry, and our own work centered on engaging teachers in authentic scientific investigations. Teacher cognition of . is important in light of the renewed emphasis in the US and abroad on the practices of science, that emphasizes carrying out 作者: genuine 時間: 2025-3-23 04:12 作者: 兩棲動物 時間: 2025-3-23 06:38 作者: oncologist 時間: 2025-3-23 12:50 作者: 有斑點 時間: 2025-3-23 16:16 作者: 一條卷發(fā) 時間: 2025-3-23 21:14
Technology, Culture, and Values: Implications for Enactment of Technological Tools in Precollege Sct implement (or aim to implement) technology-supported inquiry environments. We adopt perspectives of technology that at its core emphasize context and the artifact and its associated activity. These perspectives inform how notions of technology, culture, and values are intertwined in complex intera作者: 胖人手藝好 時間: 2025-3-23 23:56 作者: 眉毛 時間: 2025-3-24 03:47
Metacognition and Meta-assessment in Engineering Education,essment in engineering education in particular. We describe?studies focusing on metacognition and the three meta-assessment types in engineering education. We describe in detail two studies, in which we have investigated the meta-assessment of engineering students at higher education institutes in t作者: maladorit 時間: 2025-3-24 09:34
The Impact of Culture on Engineering and Engineering Education,blished environments evoke a culture and a set of norms that provide situated experiences. These culturally influenced experiences shape our understanding, identity, interest, and solutions to engineering problems. The environments and associated cultures that make up our society?– home, community, 作者: 通情達理 時間: 2025-3-24 12:01 作者: 一起 時間: 2025-3-24 15:01 作者: ANTI 時間: 2025-3-24 22:42
,Promoting Mathematics Teachers’ Pedagogical Metacognition: A Theoretical-Practical Model and Case Srning which is adjustable to new learning tasks. Metacognitive active persons develop such learning because they are aware of their knowledge and, simultaneously, they can control and regulate further learning by activating strategies and evaluating its efficiency (Flavell. Am Psychol 34(10):906–911作者: Intersect 時間: 2025-3-25 00:39
Mathematical Modeling and Culturally Relevant Pedagogy,yet mathematics education research has not fully attended to the ways in which they can be united in the classroom. We use an interpretation of culture as students’ lived experiences, a perspective drawn from the Funds of Knowledge approach, which can uncover knowledge that is relevant for rich math作者: 環(huán)形 時間: 2025-3-25 04:23 作者: Customary 時間: 2025-3-25 08:51 作者: 巫婆 時間: 2025-3-25 13:39 作者: commensurate 時間: 2025-3-25 18:21 作者: 流動才波動 時間: 2025-3-25 21:55
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept ophilosophical values, politicization and critical global citizenship education. Such an orientation can be well justified by the Central/Northern European educational and cultural tradition called .. In its most contemporary understanding, it is agency-oriented. .-oriented science education aims at 作者: paroxysm 時間: 2025-3-26 02:35 作者: Acetaldehyde 時間: 2025-3-26 05:20 作者: phytochemicals 時間: 2025-3-26 10:51
Technology, Culture, and Values: Implications for Enactment of Technological Tools in Precollege Scols. Second, we draw on Pacey’s (The culture of technology. MIT Press, Cambridge, MA, 1983) technology-practice framework to elucidate how cultural, organizational, and technical aspects of technology must be part and parcel of any analysis of the culture of technology implementation in precollege s作者: 密切關系 時間: 2025-3-26 14:49 作者: 是限制 時間: 2025-3-26 18:38
Metacognition and Meta-assessment in Engineering Education, and using it for enhancing students’ metacognitive skills.?In this study, formative assessment was made paossible by providing feedback to the teams as they were engaged in the project-based learning. Our meta-assessment approach enables individual summative assessment of each student’s learning ou作者: 憤慨一下 時間: 2025-3-27 00:27 作者: Conduit 時間: 2025-3-27 03:59
Engineering Education in Higher Education in Europe, and teaching methods: diverse and interdisciplinary in Denmark and the UK and uniform and traditional in Turkey. Finally, we provide recommendations for policy makers, educators, and researchers based on our review.作者: GRIPE 時間: 2025-3-27 08:12 作者: 我說不重要 時間: 2025-3-27 10:35
Mathematical Modeling and Culturally Relevant Pedagogy,lem-solving tools, interpretation and validation of results, and further cycles of model improvement. The early stage of sense-making and the reflective stages at the end of the first modeling cycle are key points at which teachers can plan discussions to foreground students’ cultural knowledge and 作者: Detoxification 時間: 2025-3-27 15:26 作者: 心胸開闊 時間: 2025-3-27 18:47
1873-1058 cognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates978-3-319-88295-6978-3-319-66659-4Series ISSN 1873-1058 Series E-ISSN 2213-2236 作者: Organization 時間: 2025-3-27 22:24
https://doi.org/10.1007/978-3-658-16062-3g the nature of science. In this chapter we explore what teachers need to know in order to enact sophisticated science pedagogy related to scientific practices in the classroom. We also argue that teachers need to have integrated knowledge of science concepts, scientific practices, nature of science作者: 儀式 時間: 2025-3-28 05:22
https://doi.org/10.1007/978-3-642-67466-2ree leading journals. The review included about 300 publications, most of which were published during the first decade of the twenty-first century. The studies described in these papers investigated learning processes of students of all ages, from elementary school to higher education. We describe (作者: PSA-velocity 時間: 2025-3-28 08:14
https://doi.org/10.1007/978-3-642-67466-2philosophical values, politicization and critical global citizenship education. Such an orientation can be well justified by the Central/Northern European educational and cultural tradition called .. In its most contemporary understanding, it is agency-oriented. .-oriented science education aims at 作者: Mawkish 時間: 2025-3-28 13:24 作者: 矛盾 時間: 2025-3-28 17:48 作者: ethereal 時間: 2025-3-28 20:40
https://doi.org/10.1007/978-3-658-37890-5ols. Second, we draw on Pacey’s (The culture of technology. MIT Press, Cambridge, MA, 1983) technology-practice framework to elucidate how cultural, organizational, and technical aspects of technology must be part and parcel of any analysis of the culture of technology implementation in precollege s作者: Palpitation 時間: 2025-3-29 01:26
https://doi.org/10.1007/978-3-658-37890-5han a united effort. In this chapter, we present a cohesive model of engineering cognition and discuss how this model can guide teaching, assessment, and curriculum design. Our arguments are built on prior research on teaching and learning engineering in both undergraduate and precollege education. 作者: 豎琴 時間: 2025-3-29 06:26
https://doi.org/10.1007/978-3-658-38576-7 and using it for enhancing students’ metacognitive skills.?In this study, formative assessment was made paossible by providing feedback to the teams as they were engaged in the project-based learning. Our meta-assessment approach enables individual summative assessment of each student’s learning ou作者: 戲法 時間: 2025-3-29 09:06 作者: 其他 時間: 2025-3-29 13:44 作者: 較早 時間: 2025-3-29 15:47
Selbstkostenberechnung für Maschinenfabriken problem solving, metacognition, and sense making in mathematics. In DA Grouws (ed) Handbook of research on mathematics teaching and learning. MacMillan, New York, pp 165–197, .; .). The role of metacognition in mathematics sets new goals for teachers, since teachers’ ability to cultivate learners w作者: 星球的光亮度 時間: 2025-3-29 20:51 作者: IST 時間: 2025-3-30 03:19
https://doi.org/10.1007/978-3-642-47770-6 teachers and technology. Findings include the essential roles of cognition and metacognition in enhancing STEM literacy and students’ learning at various age levels. The chapter authors discuss how cognition and metacognition enhances learning in typical classrooms under regular school condition, t作者: 分散 時間: 2025-3-30 07:01
Correction to: Reconsidering Different Visions of Scientific Literacy and Science Education Based o作者: Immunotherapy 時間: 2025-3-30 10:50
Cognition, Metacognition, and Culture in STEM EducationLearning, Teaching a作者: 態(tài)學 時間: 2025-3-30 15:35
Yehudit Judy Dori,Zemira R. Mevarech,Dale R. BakerCompares the research about cognition, metacognition and culture across STEM fields.Collects many of the key researchers and most interesting studies in the four STEM domains.Provides clear definition作者: Baffle 時間: 2025-3-30 17:39
Innovations in Science Education and Technologyhttp://image.papertrans.cn/c/image/228960.jpg作者: albuminuria 時間: 2025-3-30 22:01 作者: Contend 時間: 2025-3-31 02:00
https://doi.org/10.1007/978-3-658-16062-3cher knowledge of inquiry-based instruction, scientific inquiry, and our own work centered on engaging teachers in authentic scientific investigations. Teacher cognition of . is important in light of the renewed emphasis in the US and abroad on the practices of science, that emphasizes carrying out 作者: 黃瓜 時間: 2025-3-31 05:28
https://doi.org/10.1007/978-3-642-67466-2ssing meaningful understanding in science. Therefore, they have recommended that learning and applying metacognitive strategies become part of science curriculum starting as early as kindergarten, through middle and high school, and continuing at the college and university levels. In this chapter, w作者: uveitis 時間: 2025-3-31 10:30 作者: engrossed 時間: 2025-3-31 16:01
https://doi.org/10.1007/978-3-86226-954-9wenty-first century. However, indicators are also suggesting that curriculum for undergraduate STEM is overly prescriptive and not based upon authentic practices, and are thus not representative of the professions and unattractive to the widest possible population of students. To address this proble作者: 暫停,間歇 時間: 2025-3-31 21:26
https://doi.org/10.1007/978-3-86226-954-9uality STEM (science, technology, engineering, and mathematics) professional development. This chapter examines the claims surrounding the predicted changes in classrooms promoted by the next generation of technologically savvy teachers. The current operant assumptions about next generation learners作者: Palpitation 時間: 2025-4-1 00:44 作者: multiply 時間: 2025-4-1 04:38 作者: Ganglion-Cyst 時間: 2025-4-1 07:30 作者: 辯論 時間: 2025-4-1 12:28 作者: paroxysm 時間: 2025-4-1 17:19
