Handbook of Research on Science Education
Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin
Routledge, 7 mars 2013 - 1344 pages
This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built.
The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
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... . (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3—118. CHAPTER 2 Student Conceptions and Conceptual Learning in Science Phil. 30 SCIENCE LEARNING.
... metacognition and cognitive strategies for group work. The intervention resulted in improvements in students' knowledge about metacognition and collaborative reasoning, but no difference was found in the experimental and control groups ...
... metacognition (Keys, Hand, Prain, 8: Collins, 1999). Positive outcomes from interventions using diverse types of writing tasks have been reported, although the students themselves may not see writing as a tool for knowledge development ...
... meta—cognition and affect were intertwined” (p. 113). By the 1990s, theories of learning had changed through the influence of constructivist ideas about learning and sociocultural theory, as mentioned earlier, and research in museums ...
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Autres éditions - Tout afficher
Handbook of Research on Science Education, Volume 1
Sandra K. Abell,Norman G. Lederman
Aperçu limité - 2007