Titlebook: Cognition, Metacognition, and Culture in STEM Education; Learning, Teaching a Yehudit Judy Dori,Zemira R. Mevarech,Dale R. Baker Book 2018

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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

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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

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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,

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,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

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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