Titlebook: Metacognitive Learning; Advancing Learning b Joke van Velzen Book 2016 Springer International Publishing Switzerland 2016 Educational Psych

Limpid

Infuriate

Lena: How to Go from Learning Experiences to Explicit General Knowledge of the Learning Process,tacit responses indicated that the students had understood the questions though they appeared not to have a good conscious understanding of their general knowledge of the learning process in that they were unable to clearly describe it at that time. That is to say, the responses indicated that the o

Lamina

Tim: How to Go from Explicit to Explanatory General Knowledge of the Learning Process,ocess, hardly included explanations. That is, of the total amount of responses, 17 % was categorized as descriptive explicit general knowledge of the learning process because a learning concept or description of learning was included and 3 % was categorized as explanatory explicit general knowledge

不溶解

Directing Learning by Setting Up a Learning Plan,uation of learning experiences. In this chapter, the focus is on learning to make use of general knowledge of the learning process. General knowledge of the learning process can be used to set up a learning plan to direct learning. A learning plan includes information that can be expected to lead to

粗俗人

Epilogue: Metacognitive Learning from an Instructional Perspective,in line with the educational theory of metacognitive learning. In the educational theory of metacognitive learning, it was pointed out that students can differ in their level of general knowledge of the learning process. This chapter will begin with a summary of the main points of the educational th

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违抗

Joke van Velzentution als einer eigenständigen Disziplin in den groß angelegten Industriearbeiterstudien der 1950er Jahre des 20. Jahrhunderts ihren Ausgang nahm. Dabei etablierte sie mit der Fallstudie einen eigenständigen empirischen Zugang, der sie von anderen soziologischen Subdisziplinen unterscheidet und den

ACTIN

Etymology

resilience

Joke van VelzenMit Qualitativer Sekundäranalyse ist derRückgriff auf bereits vorhandene Forschungsdaten gemeint, wenn es gilt,Ergebnisse zu überprüfen oder eine neue oder ergänzende Fragestellung zubeantworten. Daten, die aus einem anderen Forschungszusammenhangvorliegen, müssen dafür einerseits aufbereitet, ander