Metacognition in Science Education: Trends in Current Research
Buku ini diterbitkan tahun 2012 oleh Springer Science+Business Media B.V, London adalah buku edisi Pertama.
Judul: Metacognition in Science Education: Trends in Current Research
Oleh: Anat Zohar, et al
Penerbit: Springer Science+Business Media B.V, London
Tahun: 2012
Jumlah Halaman: 289 hal.
Editor:
Anat Zohar
School of Education
Hebrew University of Jerusalem
Jerusalem, Mt. Scopus
Israel
msazohar@mscc.huji.ac.il
Yehudit Judy Dori
Department of Education in Technology and Science and the Division of Continuing
Education and External Studies
Technion, Israel Institute of Technology
Haifa, Israel
yjdori@technion.ac.il
Lingkup Pembahasan:
Tujuan utama dari buku ini adalah untuk mengatasi masalah i. Salah satu kontribusi dari buku ini adalah upaya untuk mengurangi ambiguitas yang begitu sering ada di daerah ini. Hal ini dilakukan dengan dua cara. Pertama, setiap bab diminta untuk mendefinisikan persepsi mereka tentang metakognisi dalam cara yang jelas, dan untuk menyatakan secara eksplisit bagaimana penelitian mereka membahas definisi itu. Karena itu, masing-masing bab memang menyatakan, berdasarkan literatur, hanya apa yang dimaksud dengan mengatasi metakognisi dalam penelitian mereka, Setiap Bab dalam buku ini
memberikan perhatian yang besar terhadap masalah kritis tentang metacognitive ini.
Daftar Isi:
1 Introduction 1
Anat Zohar and Yehudit Judy Dori
2 Metacognition in Science Education: Definitions, Constituents, and Their Intricate Relation
with Cognition 21
Marcel V. J. Veenman
3 Reading Science: How a Naive View of Reading Hinders So Much Else 37
Stephen P. Norris and Linda M. Phillips
4 Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental
Education Program 57
Gregory Schraw, Lori Olafson, Michelle Weibel, and Daphne Sewing
5 The Role of Metacognition in Students’ Understanding and Transfer of Explanatory
Structures in Science 79
Tina Grotzer and Sarah Mittlefehldt
6 Self-regulated Learning and Conceptual Development in Young Children: The Development
of Biological Understanding 101
David Whitebread and Valeska Grau Cárdenas
7 The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations 133
Jennifer L. Chiu and Marcia C. Linn
8 The Relationship Between Metacognition and the Ability to Pose Questions in Chemical
Education 165
Orit Herscovitz, Zvia Kaberman, Liora Saar, and Yehudit Judy Dori
9 Explicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and
Teachers’ Professional Development 197
Anat Zohar
10 A Metacognitive Teaching Strategy for Preservice Teachers: Collaborative Diagnosis of
Conceptual Understanding in Science 225
Osnat Eldar, Bat-Sheva Eylon, and Miky Ronen
11 Toward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from
Natural and Social Sciences, Teacher Education, and Classroom Practice 251
Carole L. Ford and Larry D. Yore
Author Index 273
Subject Index 277
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Email: zanetapm@gmail.com
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