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Volumn , Issue , 2005, Pages 133-163

Metacognition and Conceptual Change

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EID: 84882521305     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1016/B978-012498360-1/50006-4     Document Type: Chapter
Times cited : (58)

References (23)
  • 1
    • 0002016720 scopus 로고
    • Improving learning through enhanced metacognition: A classroom study
    • Baird J.R. Improving learning through enhanced metacognition: A classroom study. European Journal of Science Education 1986, 8:263-282.
    • (1986) European Journal of Science Education , vol.8 , pp. 263-282
    • Baird, J.R.1
  • 2
    • 0010712811 scopus 로고
    • Metacognition, purposeful enquiry and conceptual change
    • Routledge, London, E. Hegarty-Hazel (Ed.)
    • Baird J.R. Metacognition, purposeful enquiry and conceptual change. The student laboratory and the science curriculum 1990, Routledge, London. E. Hegarty-Hazel (Ed.).
    • (1990) The student laboratory and the science curriculum
    • Baird, J.R.1
  • 4
    • 0003522558 scopus 로고
    • Faculty of Education, Monash University, J.R. Baird, J.R. Northfield (Eds.)
    • Learning from the PEEL experience 1992, Faculty of Education, Monash University. J.R. Baird, J.R. Northfield (Eds.).
    • (1992) Learning from the PEEL experience
  • 6
    • 0002516862 scopus 로고
    • Effecting changes in cognitive structures among physics students
    • Academic Press, Orlando, FL, L.H.T. West, A.L. Pines (Eds.)
    • Champagne A.B., Gunstone R.F., Klopfer L.E. Effecting changes in cognitive structures among physics students. Cognitive structure and conceptual change 1985, Academic Press, Orlando, FL. L.H.T. West, A.L. Pines (Eds.).
    • (1985) Cognitive structure and conceptual change
    • Champagne, A.B.1    Gunstone, R.F.2    Klopfer, L.E.3
  • 8
    • 0002225819 scopus 로고
    • The importance of specific science content in the enhancement of metacognition
    • Falmer Press, London, P.J. Fensham, R.F. Gunstone, R.T. White (Eds.)
    • Gunstone R.F. The importance of specific science content in the enhancement of metacognition. The content of science: A constructivist approach to its teaching and learning 1994, Falmer Press, London. P.J. Fensham, R.F. Gunstone, R.T. White (Eds.).
    • (1994) The content of science: A constructivist approach to its teaching and learning
    • Gunstone, R.F.1
  • 13
    • 34250127778 scopus 로고
    • Teaching, learning and the curriculum-1: The influence of content in science
    • Mitchell I.J., Baird J.R. Teaching, learning and the curriculum-1: The influence of content in science. Research in Science Education 1986, 16:141-149.
    • (1986) Research in Science Education , vol.16 , pp. 141-149
    • Mitchell, I.J.1    Baird, J.R.2
  • 14
    • 0010370960 scopus 로고
    • Some student misconceptions brought to the study of stoichiometry
    • Mitchell I.J., Gunstone R.F. Some student misconceptions brought to the study of stoichiometry. Research in Science Education 1984, 14:78-88.
    • (1984) Research in Science Education , vol.14 , pp. 78-88
    • Mitchell, I.J.1    Gunstone, R.F.2
  • 15
    • 34250112669 scopus 로고
    • Realistic expectations for traditional laboratory work
    • Newman B. Realistic expectations for traditional laboratory work. Research in Science Education 1985, 15:8-12.
    • (1985) Research in Science Education , vol.15 , pp. 8-12
    • Newman, B.1
  • 17
    • 84987229103 scopus 로고
    • Wait time and rewards as instructional variables, their influence on language, logic, and fate control: Part I. Wait time
    • Rowe M.B. Wait time and rewards as instructional variables, their influence on language, logic, and fate control: Part I. Wait time. Journal of Research in Science Teaching 1974, 11:81-94.
    • (1974) Journal of Research in Science Teaching , vol.11 , pp. 81-94
    • Rowe, M.B.1
  • 20
    • 1542679763 scopus 로고
    • Children's views and classroom experiences
    • Tasker R. Children's views and classroom experiences. Australian Science Teachers Journal 1981, 27(3):33-37.
    • (1981) Australian Science Teachers Journal , vol.27 , Issue.3 , pp. 33-37
    • Tasker, R.1


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