Buch, Englisch, 290 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 1370 g
Theory, Research and Practice
Buch, Englisch, 290 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 1370 g
Reihe: Neuropsychology and Cognition
ISBN: 978-0-7923-6838-0
Verlag: Springer Netherlands
Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Technische Wissenschaften Elektronik | Nachrichtentechnik Elektronik Robotik
- Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz Wissensbasierte Systeme, Expertensysteme
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
- Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
- Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines
- Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
Weitere Infos & Material
I: Student’s Metacognition and Cognition.- 1 Promoting General Metacognitive Awareness.- 2 Metacognition in Basic Skills Instruction.- 3 Developing Students’ Metacognitive Knowledge and Skills.- 4 The Ability to Estimate Knowledge and Performance in College: a Metacognitive Analysis.- II: Students’ Metacognition and Motivation.- 5 Cognitive, Metacognitive, and Motivational Aspects of Problem Solving.- 6 Contextual Differences in Student Motivation and Self-regulated Learning in Mathematics, English and Social Studies Classrooms.- III: Student’s Metacognition and Teaching.- 7 Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.- 8 Teaching Metacognitively.- 9 Metacognition in Science Teaching and Learning.- IV: Students’ Metacognition and Culture.- 10 Enhancing Self-Monitoring during Self-Regulated Learning of Speech.- 11 Metacognition and EFL/ESL Reading.- V: Conclusion.- 12 Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?.- Author Index.
