Cognition, Metacognition, and Culture in STEM Education

Learning, Teaching and Assessment

AvYehudit Judy Dori,Zemira R. Mevarech

Häftad, Engelska, 2018

Del i serien Innovations in Science Education and Technology

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Beskrivning

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM).

Produktinformation

Utgivningsdatum:2018-09-09
Mått:155 x 235 x 22 mm
Vikt:598 g
Format:Häftad
Språk:Engelska
Serie:Innovations in Science Education and Technology
Antal sidor:380
Förlag:Springer International Publishing AG
ISBN:9783319882956

Utforska kategorier

Innehållsförteckning

Foreword,Anat Zohar.- Chapter 1: Introduction, Yehudit Judy Dori, Dale Baker, and Zemira R. Mevarech.- Chapter 2: Teacher Cognition of Engaging Children in Scientific Practices, Barbara A. Crawford and Daniel K. Capps.- Chapter 3: Students’ Metacognition and Metacognitive Strategies in Science Education, Shirly Avargil, Rea Lavi, and Yehudit Judy Dori.- Chapter 4: Reconsidering Different Visions of Scientific Literacy and Science Education based on the Concept of Bildung, Jesper Sjöström and Ingo Ilks.- Chapter 5: Designing for Collaborative Problem Solving in STEM Cyberlearning, Kent J. Crippen and Pavlo D. Antonenko.- Chapter 6: Technology, Culture and Young Science Teachers – a promise Unfulfilled and Proposals for Change, Randy Yerrick, Michael Radosta, and Kelsey Greene.- Chapter 7: Technology, Culture, and Values – Implications for Enactment of Technological Tools in Precollege Science Classrooms, Noemi Waight and Fouad Abd-El-Khalick.- Chapter 8: Engineering Cognition – a Process of Knowledge Acquisition and Application, Ṣenay Purzer, Tamara J. Moore, and Emily Dringenberg.- Chapter 9: Metacognition and Meta-assessment in Engineering Education, Niva Wengrowicz, Yehudit Judy Dori, and Dov Dori.- Chapter 10: The Impact of Culture on Engineering and Engineering Education, Adam R. Carberry and Dale R. Baker.- Chapter 11: Engineering Education in Higher Education in Europe, M. Sencer Corlu, Kjeld Svidt, Dorina Gnaur, Rea Lavi, Oğuz Borat, and M. Ali Çorlu.- Chapter 12: Cognition, Metacognition and Mathematics Literacy, Zemira R. Mevarech and Lianghuo Fan.- Chapter 13: Promoting Mathematics Teachers' Pedagogical Metacognition – a Theoretical-practical Model and Case Study, Zehavit Kohen and Bracha Kramarski.- Chapter 14: Mathematical Modeling and Culturally Relevant Pedagogy, Cynthia O. Anhalt, Susan Staats, Ricardo Cortez, and Marta Civil.- Chapter 15: Discussion, Yehudit Judy Dori, Dale Baker, and Zemira R. Mevarech.