ISBN:
9789400721326
Language:
English
Pages:
Online-Ressource (VIII, 280p. 37 illus, digital)
Series Statement:
Contemporary Trends and Issues in Science Education 40
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Metacognition in science education
Keywords:
Science Study and teaching
;
Education
;
Education
;
Science Study and teaching
;
Science
;
Study and teaching (Higher)
;
Metacognition
;
Aufsatzsammlung
;
Wissenschaft
;
Hochschule
;
Amenemhet I. Ägypten, Pharao v1991-v1962 Lehre
;
Metakognition
;
Wissenschaft
;
Hochschule
;
Amenemhet I. Ägypten, Pharao v1991-v1962 Lehre
;
Metakognition
;
Aufsatzsammlung
Abstract:
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 o
Description / Table of Contents:
Metacognition in ScienceEducation; Contents; Contributors; Chapter 1: Introduction; Overview of Chapters; General Comments; Toward an Integrated View of the Various "Metacognitions" in This Book; Suggestion for Future Research; References; Chapter 2: Metacognition in Science Education: Definitions, Constituents, and Their Intricate Relation with Cognition; Introduction; Metacognitive Knowledge; Acquisition of Metacognitive Knowledge; Assessment of Metacognitive Knowledge; Metacognitive Skills; Metacognitive Skills and Cognitive Processing; Metacognitive Skills as Self-instructions
Description / Table of Contents:
Assessment of Metacognitive SkillsMetacognitive Skills in Science Education; Concluding Remarks; References; Chapter 3: Reading Science: How a Naive View of Reading Hinders So Much Else; Focus of This Chapter; Cognitive Performance: How Well High School and University Students Read Science; Weather Can Make You Sick; New Animal Species Found in Vietnam; Breakfast of Champions; Researchers Take Theory on Cow's Milk-Diabetes Link a Step Farther; Mysterious Moon; Metacognitive Performance: What Students Made of Their Reading; How to Account for the Results; Educational Policy
Description / Table of Contents:
Appendix: New Animal Species Found in VietnamBelief Questions; Cognitive Questions; Set 1; Set 2; Set 3; Metacognitive Questions; References; Chapter 4: Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program; Introduction; Taxonomy of Metacognition; Development of the Metacognitive Awareness Inventory; Metacognition and Science Education; The Present Research; Methods; Participants; The Forever Earth Learning Program; Curriculum and Materials Used in the Research; Attitude Items; Knowledge Items; Procedures; Scoring; Results; Factor Analyses
Description / Table of Contents:
CorrelationsAttitude and Knowledge Scores; Discussion; Educational Implications; Conclusions; Appendix 1; How I Study; Appendix 2; Attitude Questionnaire; Appendix 3; Fourth Grade Assessment Items and Scoring Guide; References; Chapter 5: The Role of Metacognition in Students' Understanding and Transfer of Explanatory Structures in Science; Introduction; The Role of Metacognition in Addressing Reductive Assumptions and Encouraging Transfer; Infusing Metacognitive Moves in the Classroom; Design; Instructional Materials; Materials-Based Metacognition; Teacher-Facilitated Metacognition
Description / Table of Contents:
Assessment Tasks of Learning a Metacognitive BehaviorDensity and Pressure Written Assessments; Density and Pressure Interviews; Assessments of Classroom Interactions; Scoring and Analysis; Scoring and Analyzing Students' Metacognitive Comments; Scoring and Analyzing Students' Causal Understanding in Science Concepts; Outcomes and Discussion; Summary; Appendix 1: Example of Materials-Based Metacognitive Activity in Density; Reflecting on What You've Learned About Changes in Density; Appendix 2: Example of Teacher-Supported Metacognitive Activity in Density
Description / Table of Contents:
Reflecting on Our Thinking as a Group
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-2132-6
URL:
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