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001 978-94-007-2132-6
003 DE-He213
005 20140220083340.0
007 cr nn 008mamaa
008 111018s2012 ne | s |||| 0|eng d
020 _a9789400721326
_9978-94-007-2132-6
024 7 _a10.1007/978-94-007-2132-6
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPD
_2bicssc
072 7 _aSCI063000
_2bisacsh
082 0 4 _a507.1
_223
100 1 _aZohar, Anat.
_eeditor.
245 1 0 _aMetacognition in Science Education
_h[electronic resource] :
_bTrends in Current Research /
_cedited by Anat Zohar, Yehudit Judy Dori.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2012.
300 _aVIII, 280 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Trends and Issues in Science Education,
_x1878-0482 ;
_v40
505 0 _aIntroduction -- 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.
520 _aWhy 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.
650 0 _aEducation.
650 0 _aScience
_xStudy and teaching.
650 1 4 _aEducation.
650 2 4 _aScience Education.
650 2 4 _aLearning & Instruction.
650 2 4 _aTeaching and Teacher Education.
700 1 _aDori, Yehudit Judy.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400721319
830 0 _aContemporary Trends and Issues in Science Education,
_x1878-0482 ;
_v40
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-2132-6
912 _aZDB-2-SHU
999 _c104391
_d104391