-
1
-
-
33947603663
-
Predators of knowledge construction: Interpreting students' metacognition in an amusement park physics program
-
Anderson, D., & Nashon, S. (2007). Predators of knowledge construction: Interpreting students' metacognition in an amusement park physics program. Science Education, 91(2), 298-320.
-
(2007)
Science Education
, vol.91
, Issue.2
, pp. 298-320
-
-
Anderson, D.1
Nashon, S.2
-
3
-
-
0002016720
-
Improving learning through enhanced metacognition: A classroom study
-
Baird, J. R. (1986). Improving learning through enhanced metacognition: A classroom study. European Journal of Science Education, 8(3), 263-282.
-
(1986)
European Journal of Science Education
, vol.8
, Issue.3
, pp. 263-282
-
-
Baird, J.R.1
-
4
-
-
0010749785
-
Metacognitive strategies in the classroom
-
In D. F. Treagust, R. Duit, & B. J. Fraser (Eds.), New York: Teacher College Press
-
Baird, J. R., & White, R. T. (1996). Metacognitive strategies in the classroom. In D. F. Treagust, R. Duit, & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 190-200). New York: Teacher College Press.
-
(1996)
Improving teaching and learning in science and mathematics
, pp. 190-200
-
-
Baird, J.R.1
White, R.T.2
-
5
-
-
0012620047
-
The Titanic, Volkswagen and collaborative group work: Remaking old favourites with new technologies
-
Baskin, C. (2001). The Titanic, Volkswagen and collaborative group work: Remaking old favourites with new technologies. Australian Journal of Educational Technologies, 17(3), 265-278.
-
(2001)
Australian Journal of Educational Technologies
, vol.17
, Issue.3
, pp. 265-278
-
-
Baskin, C.1
-
6
-
-
0001430511
-
Where knowledge construction, Equity, and context intersect: Student learning of science in small groups
-
Bianchini, J. A. (1997).Where knowledge construction, Equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039-1065.
-
(1997)
Journal of Research in Science Teaching
, vol.34
, Issue.10
, pp. 1039-1065
-
-
Bianchini, J.A.1
-
7
-
-
0030239525
-
Situated learning: Bridging sociocultural and cognitive theorising
-
Billett, S. R. (1996). Situated learning: Bridging sociocultural and cognitive theorising. Learning and Instruction, 6(3), 263-280.
-
(1996)
Learning and Instruction
, vol.6
, Issue.3
, pp. 263-280
-
-
Billett, S.R.1
-
8
-
-
0001613301
-
Intergroup relations
-
In D. T. Gilbert, S. T. Fiske, & G. Lindsey (Eds.), (4th ed.) New York: McGraw-Hill
-
Brewer, M. B., & Brown, R. J. (1998). Intergroup relations. In D. T. Gilbert, S. T. Fiske, & G. Lindsey (Eds.), Handbook of social psychology (4th ed., Vol. 2, pp. 554-549). New York: McGraw-Hill.
-
(1998)
Handbook of social psychology
, vol.2
, pp. 554-549
-
-
Brewer, M.B.1
Brown, R.J.2
-
9
-
-
55449097119
-
-
Brewer, M. B., & Hewstone, M. (Eds.). Oxford, England: Blackwell Publishing
-
Brewer, M. B., & Hewstone, M. (Eds.). (2004). Social cognition. Oxford, England: Blackwell Publishing.
-
(2004)
Social cognition
-
-
-
11
-
-
0041049690
-
Minitheories: A preliminary model for learning science
-
In P. J. Black & A. M. Lucas (Eds.), London: Routledge
-
Claxton, G. (1993). Minitheories: A preliminary model for learning science. In P. J. Black & A. M. Lucas (Eds.), Children's informal ideas in science (pp. 45-61). London: Routledge.
-
(1993)
Children's informal ideas in science
, pp. 45-61
-
-
Claxton, G.1
-
14
-
-
84965924923
-
Constructing scientific knowledge in the classroom
-
Driver, R., Asoko, H., Leach, J. Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
-
(1994)
Educational Researcher
, vol.23
, Issue.7
, pp. 5-12
-
-
Driver Mortimer, R.1
Asoko, H.2
Leach, J.3
Scott, P.4
-
16
-
-
27644549674
-
Collaborative learning: Co-constructed meaning mediated by language
-
Falk, I. (1997). Collaborative learning: Co-constructed meaning mediated by language. Critical Forum, 5(1 & 2), 52-70.
-
(1997)
Critical Forum
, vol.5
, Issue.1-2
, pp. 52-70
-
-
Falk, I.1
-
17
-
-
85190203820
-
Metacognitive aspects of problem solving
-
In L. B. Resnick (Ed.), Hillsdale, NJ: Wiley
-
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235), Hillsdale, NJ: Wiley.
-
(1976)
The nature of intelligence
, pp. 231-235
-
-
Flavell, J.H.1
-
18
-
-
33744781376
-
Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry
-
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
-
(1979)
American Psychologist
, vol.34
, pp. 906-911
-
-
Flavell, J.H.1
-
19
-
-
0001856004
-
Speculation about the nature and development of metacognition
-
In F. E. Weinert & R. H. Kluwe (Eds.), Hillsdale, NJ: Erlbaum
-
Flavell, J. H. (1987). Speculation about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21-29). Hillsdale, NJ: Erlbaum.
-
(1987)
Metacognition, motivation, and understanding
, pp. 21-29
-
-
Flavell, J.H.1
-
20
-
-
0011555854
-
Reporting interpretive research
-
In J. Gallagher (Ed.), Reston, VA: NARST
-
Gallagher, J. J., & Tobin, K. G. (1991). Reporting interpretive research. In J. Gallagher (Ed.), NARST monograph, No. 4 (pp. 85-95). Reston, VA: NARST.
-
(1991)
NARST monograph
, Issue.4
, pp. 85-95
-
-
Gallagher, J.J.1
Tobin, K.G.2
-
21
-
-
0038368583
-
Collaborative learning enhances critical thinking
-
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30.
-
(1995)
Journal of Technology Education
, vol.7
, Issue.1
, pp. 22-30
-
-
Gokhale, A.A.1
-
22
-
-
0002225819
-
The importance of specific science content in the enhancement of metacognition
-
In P. Fensham, R. F. Gunstone, & R. T. White (Eds.), Washington, DC: Falmer Press
-
Gunstone, R. F. (1994). The importance of specific science content in the enhancement of metacognition. In P. Fensham, R. F. Gunstone, & R. T. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 131-146). Washington, DC: Falmer Press.
-
(1994)
The content of science: A constructivist approach to its teaching and learning
, pp. 131-146
-
-
Gunstone, R.F.1
-
23
-
-
0002660522
-
Friendship
-
In S. Duck (Ed.), Chichester, England: Wiley
-
Hays, R. B. (1988). Friendship. In S. Duck (Ed.), Handbook of personal relationships (pp. 391-408). Chichester, England: Wiley.
-
(1988)
Handbook of personal relationships
, pp. 391-408
-
-
Hays, R.B.1
-
24
-
-
0001043552
-
Peer relations
-
In P. Mussen (Ed.), New York: Wiley
-
Hartup,W. (1983). Peer relations. In P. Mussen (Ed.), Handbook of child psychology (Vol. 4, pp. 103-196). New York: Wiley.
-
(1983)
Handbook of child psychology
, vol.4
, pp. 103-196
-
-
Hartup, W.1
-
28
-
-
0034311552
-
"Doing the lesson" or "doing science": Argument in high school genetics
-
Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. (2000). "Doing the lesson"rdquo; or "doing science"rdquo;: Argument in high school genetics. Science Education, 84, 757-792.
-
(2000)
Science Education
, vol.84
, pp. 757-792
-
-
Jimenez-aleixandre, M.P.1
Rodriguez, A.B.2
Duschl, R.3
-
29
-
-
3042814083
-
Action research: Cooperative learning in the science classroom
-
Johnson, R. T., & Johnson, D.W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31-32.
-
(1986)
Science and Children
, vol.24
, pp. 31-32
-
-
Johnson, R.T.1
Johnson, D.W.2
-
31
-
-
0003768254
-
-
San Diego, CA: Academic Press
-
Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.
-
(1988)
The development of scientific thinking skills
-
-
Kuhn, D.1
Amsel, E.2
O'Loughlin, M.3
-
32
-
-
33947602166
-
Collaborative group work and individual development of metacognition in the early years
-
Larkin, S. (2006). Collaborative group work and individual development of metacognition in the early years. Research in Science Education, 44(2), 1-6.
-
(2006)
Research in Science Education
, vol.44
, Issue.2
, pp. 1-6
-
-
Larkin, S.1
-
35
-
-
0001751657
-
The place of argumentation in the pedagogy of school science
-
Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576.
-
(1999)
International Journal of Science Education
, vol.21
, Issue.5
, pp. 553-576
-
-
Newton, P.1
Driver, R.2
Osborne, J.3
-
36
-
-
0039505862
-
Septic tank crisis: A case study of science, technology and society education in an elementary school
-
Pedretti, E. (1997). Septic tank crisis: A case study of science, technology and society education in an elementary school. International Journal of Science Education, 19(10), 1211-1230.
-
(1997)
International Journal of Science Education
, vol.19
, Issue.10
, pp. 1211-1230
-
-
Pedretti, E.1
-
37
-
-
11844249540
-
-
Shrewsbury, England: National Foundation for Educational Research and King's College London, March
-
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., et al., P. (2004, March). A review of research on outdoor learning. Shrewsbury, England: National Foundation for Educational Research and King's College London.
-
(2004)
A review of research on outdoor learning
-
-
Rickinson, M.1
Dillon, J.2
Teamey, K.3
Morris, M.4
Choi, M.Y.5
Sanders, D.P.6
-
38
-
-
0003647167
-
-
Dordrecht, The Netherlands: Kluwer Academic
-
Roth, W.-M. (1998). Designing communities. Dordrecht, The Netherlands: Kluwer Academic.
-
(1998)
Designing communities
-
-
Roth, W.-M.1
-
40
-
-
68049095597
-
-
Brisbane: Griffith Institute for Higher Education, Griffith University
-
Taylor, P.,&Collier, B. (1999). Group work for flexible learning. Brisbane: Griffith Institute for Higher Education, Griffith University.
-
(1999)
Group work for flexible learning
-
-
Taylor, P.1
Collier, B.2
-
41
-
-
0013507531
-
Student restraints to reform: Conceptual change issues in enhancing students' learning processes
-
Thomas, G. P. (1999). Student restraints to reform: Conceptual change issues in enhancing students' learning processes. Research in Science Education, 29(1), 89-109.
-
(1999)
Research in Science Education
, vol.29
, Issue.1
, pp. 89-109
-
-
Thomas, G.P.1
-
42
-
-
0041412925
-
Using a metaphor for learning to improve students' metacognition in the chemistry classroom
-
Thomas, G. P., & McRobbie, C. J. (2001). Using a metaphor for learning to improve students' metacognition in the chemistry classroom. Journal of Research in Science Teaching, 38(2), 222-259.
-
(2001)
Journal of Research in Science Teaching
, vol.38
, Issue.2
, pp. 222-259
-
-
Thomas, G.P.1
McRobbie, C.J.2
-
43
-
-
60649086049
-
Shared cognition in small groups
-
In M. Brewer & M. Houstone (Eds.), Oxford, England: Blackwell Publishing
-
Tindale, R. S., Meisenhelder, H.M., Dykema-Emgblade, A. A., & Hogg, M. A. (2004). Shared cognition in small groups. In M. Brewer & M. Houstone (Eds.), Social cognition (pp. 268-297). Oxford, England: Blackwell Publishing.
-
(2004)
Social cognition
, pp. 268-297
-
-
Tindale, R.S.1
Meisenhelder, H.M.2
Dykema-Emgblade, A.A.3
Hogg, M.A.4
-
44
-
-
68049105757
-
-
An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of forces and motion. Unpublished doctoral dissertation, Ohio State University, Columbus
-
Yürük, N. (2005). An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of forces and motion. Unpublished doctoral dissertation, Ohio State University, Columbus.
-
(2005)
-
-
Yürük, N.1
-
45
-
-
63749107175
-
A case study of one student's metaconceptual processes and the changes in her alternative conceptions of forces and motion
-
Yürük, N. (2007). A case study of one student's metaconceptual processes and the changes in her alternative conceptions of forces and motion. Eurasian Journal of Mathematics, Science and Technology Education, 3(4), 305-325.
-
(2007)
Eurasian Journal of Mathematics, Science and Technology Education
, vol.3
, Issue.4
, pp. 305-325
-
-
Yürük, N.1
|