Titlebook: Cognition, Metacognition, and Culture in STEM Education; Learning, Teaching a Yehudit Judy Dori,Zemira R. Mevarech,Dale R. Baker Book 2018

矛盾

ethereal

https://doi.org/10.1007/978-3-658-37890-5ols. Second, we draw on Pacey’s (The culture of technology. MIT Press, Cambridge, MA, 1983) technology-practice framework to elucidate how cultural, organizational, and technical aspects of technology must be part and parcel of any analysis of the culture of technology implementation in precollege s

Palpitation

https://doi.org/10.1007/978-3-658-37890-5han a united effort. In this chapter, we present a cohesive model of engineering cognition and discuss how this model can guide teaching, assessment, and curriculum design. Our arguments are built on prior research on teaching and learning engineering in both undergraduate and precollege education.

竖琴

https://doi.org/10.1007/978-3-658-38576-7 and using it for enhancing students’ metacognitive skills. In this study, formative assessment was made paossible by providing feedback to the teams as they were engaged in the project-based learning. Our meta-assessment approach enables individual summative assessment of each student’s learning ou

戏法

其他

较早

Selbstkostenberechnung für Maschinenfabriken problem solving, metacognition, and sense making in mathematics. In DA Grouws (ed) Handbook of research on mathematics teaching and learning. MacMillan, New York, pp 165–197, .; .). The role of metacognition in mathematics sets new goals for teachers, since teachers’ ability to cultivate learners w

星球的光亮度

IST

https://doi.org/10.1007/978-3-642-47770-6 teachers and technology. Findings include the essential roles of cognition and metacognition in enhancing STEM literacy and students’ learning at various age levels. The chapter authors discuss how cognition and metacognition enhances learning in typical classrooms under regular school condition, t

分散

Correction to: Reconsidering Different Visions of Scientific Literacy and Science Education Based o