Yehudit Judy Dori - Böcker
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5 produkter
5 produkter
Cognition, Metacognition, and Culture in STEM Education
Learning, Teaching and Assessment
Inbunden, Engelska, 2017
1 480 kr
Skickas inom 10-15 vardagar
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM).
Application of Management Theories for STEM Education
The Case of SWOT Analysis
Häftad, Engelska, 2017
518 kr
Skickas inom 10-15 vardagar
This work describes the application of management theories in STEM (Science, Technology, Engineering and Mathematics) education systems. Two chapters examine STEM education on the K-12 national level and one chapter focuses on the higher education institutional level.
Cognition, Metacognition, and Culture in STEM Education
Learning, Teaching and Assessment
Häftad, Engelska, 2018
1 480 kr
Skickas inom 10-15 vardagar
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM).
Del 40 - Contemporary Trends and Issues in Science Education
Metacognition in Science Education
Trends in Current Research
Inbunden, Engelska, 2011
1 029 kr
Skickas inom 10-15 vardagar
Why is metacognition gaining recognition, both in education generally and in science learning in particular? 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.
Del 40 - Contemporary Trends and Issues in Science Education
Metacognition in Science Education
Trends in Current Research
Häftad, Engelska, 2013
1 059 kr
Skickas inom 10-15 vardagar
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 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 metacognitionis 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.