-
1
-
-
4644305971
-
Learning as conceptual change: Factors that mediate the development of preservice elementary teachers' views of nature of science
-
doi:10.1002/sce.10143
-
Abd-El-Khalick, F. and Akerson, V. L. 2004. Learning as conceptual change: Factors that mediate the development of preservice elementary teachers' views of nature of science. Science Education, 88 (5): 785 - 810. (doi:10.1002/sce.10143)
-
(2004)
Science Education
, vol.88
, Issue.5
, pp. 785-810
-
-
Abd-El-Khalick, F.1
Akerson, V.L.2
-
2
-
-
77649175589
-
The influence of metacognitive training on preservice elementary teachers' conceptions of nature of science
-
doi:10.1080/09500690802563324
-
Abd-El-Khalick, F. and Akerson, V. L. 2009. The influence of metacognitive training on preservice elementary teachers' conceptions of nature of science. International Journal of Science Education, 31 (16): 2161 - 2184. (doi:10.1080/09500690802563324)
-
(2009)
International Journal of Science Education
, vol.31
, Issue.16
, pp. 2161-2184
-
-
Abd-El-Khalick, F.1
Akerson, V.L.2
-
3
-
-
0012797742
-
Improving science teachers' conceptions of nature science: A critical review
-
doi:10.1080/09500690050044044
-
Abd-El-Khalick, F. and Lederman, N. G. 2000. Improving science teachers' conceptions of nature science: A critical review. International Journal of Science Education, 22: 665 - 701. (doi:10.1080/09500690050044044)
-
(2000)
International Journal of Science Education
, vol.22
, pp. 665-701
-
-
Abd-El-Khalick, F.1
Lederman, N.G.2
-
4
-
-
0000714647
-
Beginning science teacher cognition and its origins in the preservice secondary science teacher program
-
doi:10.1002/(SICI)1098-2736(199708)34:6<633::AID-TEA6>3.0.CO;2-O
-
Adams, P. E. and Krockover, G. H. 1997. Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching, 34: 633 - 665. (doi:10.1002/(SICI)1098-2736(199708)34:6<633::AID-TEA6>3.0.CO;2-O)
-
(1997)
Journal of Research in Science Teaching
, vol.34
, pp. 633-665
-
-
Adams, P.E.1
Krockover, G.H.2
-
5
-
-
84937343400
-
Teachers' expectations about students' use of reading strategies, knowledge and behavior in Grades 3, 5 and 7
-
doi:10.1111/1467-9817.00138
-
Arabsolghar, F. and Elkins, J. 2001. Teachers' expectations about students' use of reading strategies, knowledge and behavior in Grades 3, 5 and 7. Journal of Research in Reading, 24 (2): 154 - 162. (doi:10.1111/1467-9817.00138)
-
(2001)
Journal of Research in Reading
, vol.24
, Issue.2
, pp. 154-162
-
-
Arabsolghar, F.1
Elkins, J.2
-
6
-
-
0002016720
-
Improving learning through enhanced metacognition: A classroom study
-
doi:10.1080/0140528860080303
-
Baird, J. R. 1986. Improving learning through enhanced metacognition: A classroom study. European Journal of Science Education, 8 (3): 263 - 282. (doi:10.1080/0140528860080303)
-
(1986)
European Journal of Science Education
, vol.8
, Issue.3
, pp. 263-282
-
-
Baird, J.R.1
-
8
-
-
0028696397
-
Fostering metacognitive development
-
In: Reese H. W., editors San Diego, CA, San Diego, CA,: Academic Press
-
Baker, L. 1994. " Fostering metacognitive development ". In Advances in child development and behavior, Edited by: Reese, H. W. Vol. 25, 201 - 239. San Diego, CA: Academic Press.
-
(1994)
Advances in child development and behavior
, vol.25
, pp. 201-239
-
-
Baker, L.1
-
9
-
-
84885024151
-
Contribution of meta-strategic knowledge to scientific inquiry learning
-
Ben-David, A. and Zohar, A. 2008. Contribution of meta-strategic knowledge to scientific inquiry learning. International Journal of Science Education, 26 (12): 1427 - 1443.
-
(2008)
International Journal of Science Education
, vol.26
, Issue.12
, pp. 1427-1443
-
-
Ben-David, A.1
Zohar, A.2
-
10
-
-
84885038993
-
The development of system thinking skills in the context of Earth system
-
doi:10.1002/tea.20058
-
Ben-Zvi-Assaraf, O. and Orion, N. 2005. The development of system thinking skills in the context of Earth system. Journal of Research in Science Teaching, 42: 1 - 43. (doi:10.1002/tea.20058)
-
(2005)
Journal of Research in Science Teaching
, vol.42
, pp. 1-43
-
-
Ben-Zvi-Assaraf, O.1
Orion, N.2
-
11
-
-
0002520113
-
Learning to teach
-
In: Berliner D. C., Calfee R. C., editors (Chapter 20, pp. 673-708) New York, NY: Macmillan
-
Borko, H. and Putman, R. T. 1996. " Learning to teach". In Handbook of educational psychology: A project of Division 15, the division of educational psychology of the American Psychological Association Edited by: Berliner, D. C. and Calfee, R. C. (Chapter 20, pp. 673-708) New York, NY: Macmillan
-
(1996)
Handbook of educational psychology: A project of Division 15, the division of educational psychology of the American Psychological Association
-
-
Borko, H.1
Putman, R.T.2
-
12
-
-
84964169574
-
Teachers' beliefs about the nature of science and their relationship to classroom practice
-
doi:10.1177/002248719004100307
-
Brickhouse, N. W. 1990. Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41 (3): 53 - 62. (doi:10.1177/002248719004100307)
-
(1990)
Journal of Teacher Education
, vol.41
, Issue.3
, pp. 53-62
-
-
Brickhouse, N.W.1
-
13
-
-
0001835637
-
Knowing when, where, and how to remember: A problem of metacognition
-
In: Glaser R., editors New York, NY, New York, NY,: Academic Press
-
Brown, A. L. 1978. " Knowing when, where, and how to remember: A problem of metacognition ". In Advances in instructional psychology, Edited by: Glaser, R. Vol. 1, 77 - 165. New York, NY: Academic Press.
-
(1978)
Advances in instructional psychology
, vol.1
, pp. 77-165
-
-
Brown, A.L.1
-
14
-
-
84965919827
-
The advancement of learning
-
doi:10.3102/0013189X023008004
-
Brown, A. L. 1994. The advancement of learning. Educational Researcher, 23 (8): 4 - 12. (doi:10.3102/0013189X023008004)
-
(1994)
Educational Researcher
, vol.23
, Issue.8
, pp. 4-12
-
-
Brown, A.L.1
-
15
-
-
38249016141
-
Effects of teaching metacognitive skills to students with low mathematics ability
-
doi:10.1016/0742-051X(92)90002-K
-
Cardelle-Elawar, M. 1995. Effects of teaching metacognitive skills to students with low mathematics ability. Teaching and Teacher Education, 8: 109 - 121. (doi:10.1016/0742-051X(92)90002-K)
-
(1995)
Teaching and Teacher Education
, vol.8
, pp. 109-121
-
-
Cardelle-Elawar, M.1
-
16
-
-
0002805098
-
Teachers' knowledge and learning to teach
-
In: Houston R. W., editors New York, NY, New York, NY,: Macmillan
-
Carter, K. 1990. " Teachers' knowledge and learning to teach ". In Handbook of research on teacher education, Edited by: Houston, R. W. 291 - 310. New York, NY: Macmillan.
-
(1990)
Handbook of research on teacher education
, pp. 291-310
-
-
Carter, K.1
-
17
-
-
0033195925
-
All other thing being equal: Children's acquisition of the control of variables strategy
-
doi:10.1111/1467-8624.00081
-
Chen, Z. and Klahr, D. 1999. All other thing being equal: Children's acquisition of the control of variables strategy. Child Development, 70: 1098 - 1120. (doi:10.1111/1467-8624.00081)
-
(1999)
Child Development
, vol.70
, pp. 1098-1120
-
-
Chen, Z.1
Klahr, D.2
-
18
-
-
0040212685
-
Did you ask a good question today? Alternative cognitive and metacognitive strategies
-
Ciardiello, A. V. 1998. Did you ask a good question today? Alternative cognitive and metacognitive strategies. Journal of Adolescent & Adult Literacy, 42: 210 - 219.
-
(1998)
Journal of Adolescent & Adult Literacy
, vol.42
, pp. 210-219
-
-
Ciardiello, A.V.1
-
19
-
-
0002763398
-
Teachers' thought Processes
-
In: Wittrock M. C., editors 3, New York, NY, New York, NY,: Macmillan
-
Clark, C. M. and Peterson, P. L. 1986. " Teachers' thought Processes ". In Handbook of research on teaching, 3, Edited by: Wittrock, M. C. 255 - 296. New York, NY: Macmillan.
-
(1986)
Handbook of research on teaching
, pp. 255-296
-
-
Clark, C.M.1
Peterson, P.L.2
-
20
-
-
0008383929
-
The subject matter knowledge of pre-service science teachers
-
In: Fraser B., Tobin K., editors Dordrecht, Dordrecht,: Kluwer Academic Press
-
Cocharn, K. F. and Jones, A. L. 1998. " The subject matter knowledge of pre-service science teachers ". In International handbook of science education, Edited by: Fraser, B. and Tobin, K. 707 - 718. Dordrecht: Kluwer Academic Press.
-
(1998)
International handbook of science education
, pp. 707-718
-
-
Cocharn, K.F.1
Jones, A.L.2
-
21
-
-
0037397976
-
Cognitive factors effecting student understanding of geologic time
-
doi:10.1002/tea.10083
-
Dodick, J. and Orion, N. 2003. Cognitive factors effecting student understanding of geologic time. Journal of Research in Science Teaching, 40: 415 - 442. (doi:10.1002/tea.10083)
-
(2003)
Journal of Research in Science Teaching
, vol.40
, pp. 415-442
-
-
Dodick, J.1
Orion, N.2
-
22
-
-
33745496302
-
Metacognition and affect: What can metacognitive experiences tell us about the learning process?
-
doi:10.1016/j.edurev.2005.11.001
-
Efklides, A. 2006. Metacognition and affect: What can metacognitive experiences tell us about the learning process?. Educational Research Review, 1: 3 - 14. (doi:10.1016/j.edurev.2005.11.001)
-
(2006)
Educational Research Review
, vol.1
, pp. 3-14
-
-
Efklides, A.1
-
23
-
-
85190203820
-
Metacognitive aspects of problem solving
-
In: Resnick L. B., editors Hillsdale, NJ, Hillsdale, NJ,: Lawrence Erlbaum
-
Flavell, J. H. 1976. " Metacognitive aspects of problem solving ". In The nature of intelligence, Edited by: Resnick, L. B. 231 - 235. Hillsdale, NJ: Lawrence Erlbaum.
-
(1976)
The nature of intelligence
, pp. 231-235
-
-
Flavell, J.H.1
-
24
-
-
33744781376
-
Metacognition and cognitive monitoring
-
doi:10.1037/0003-066X.34.10.906
-
Flavell, J. H. 1979. Metacognition and cognitive monitoring. American Psychologist, 34: 906 - 911. (doi:10.1037/0003-066X.34.10.906)
-
(1979)
American Psychologist
, vol.34
, pp. 906-911
-
-
Flavell, J.H.1
-
25
-
-
84985822353
-
The role of emotion in social judgments: An introductory review and an affect infusion model (AIM)
-
doi:10.1002/ejsp.2420240102
-
Forgas, J. P. 1994. The role of emotion in social judgments: An introductory review and an affect infusion model (AIM). European Journal of Social Psychology, 24: 1 - 24. (doi:10.1002/ejsp.2420240102)
-
(1994)
European Journal of Social Psychology
, vol.24
, pp. 1-24
-
-
Forgas, J.P.1
-
27
-
-
0003547084
-
-
London, London,: The Falmer Press
-
Fullan, M. 1993. Change force, London: The Falmer Press.
-
(1993)
Change force
-
-
Fullan, M.1
-
28
-
-
0001823935
-
Verbal-report data on cognitive and metacognitive strategies
-
In: Weinstein C. E., Goetz E. T., Alexander P. A., editors San Diego, CA, San Diego, CA,: Academic Press
-
Garner, R. 1988. " Verbal-report data on cognitive and metacognitive strategies ". In Learning and study strategies: Issues in assessment, instruction, and evaluation, Edited by: Weinstein, C. E., Goetz, E. T. and Alexander, P. A. 63 - 76. San Diego, CA: Academic Press.
-
(1988)
Learning and study strategies: Issues in assessment, instruction, and evaluation
, pp. 63-76
-
-
Garner, R.1
-
29
-
-
12344323277
-
Grounded theory: The significant of data analysis processes and theory construction in qualitative research
-
In: Sabar N., editors Israel, Israel,: Dvir, (in Hebrew)
-
Gibton, D. 2001. " Grounded theory: The significant of data analysis processes and theory construction in qualitative research ". In Genres and tradition in qualitative research, Edited by: Sabar, N. 195 - 228. Israel: Dvir. (in Hebrew)
-
(2001)
Genres and tradition in qualitative research
, pp. 195-228
-
-
Gibton, D.1
-
31
-
-
0031487635
-
Student perceptions of the social constructivist classroom
-
doi:10.1002/(SICI)1098-237X(199709)81:5<561::AID-SCE4>3.0.CO;2-8
-
Hand, B., Treagust, D. F. and Vance, K. 1997. Student perceptions of the social constructivist classroom. Science Education, 81 (5): 561 - 575. (doi:10.1002/(SICI)1098-237X(199709)81:5<561::AID-SCE4>3.0.CO;2-8)
-
(1997)
Science Education
, vol.81
, Issue.5
, pp. 561-575
-
-
Hand, B.1
Treagust, D.F.2
Vance, K.3
-
32
-
-
0002930197
-
Effects of science teachers' epistemological beliefs in teaching
-
doi:10.1002/(SICI)1098-2736(199601)33:1<47::AID-TEA3>3.0.CO;2-P
-
Hashweh, M. Z. 1996. Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33 (1): 47 - 63. (doi:10.1002/(SICI)1098-2736(199601)33:1<47::AID-TEA3>3.0.CO;2-P)
-
(1996)
Journal of Research in Science Teaching
, vol.33
, Issue.1
, pp. 47-63
-
-
Hashweh, M.Z.1
-
33
-
-
0038087305
-
The effect of knowledge integration activities on students' perception of the earth's crust as a cyclic system
-
doi:10.1002/tea.10096
-
Kali, Y., Orion, N. and Alon, B. 2003. The effect of knowledge integration activities on students' perception of the earth's crust as a cyclic system. Journal of Research in Science Teaching, 40 (6): 545 - 565. (doi:10.1002/tea.10096)
-
(2003)
Journal of Research in Science Teaching
, vol.40
, Issue.6
, pp. 545-565
-
-
Kali, Y.1
Orion, N.2
Alon, B.3
-
34
-
-
0006468142
-
Conscious and unconscious metacognition: A rejoinder
-
Koriat, A. and Levy-Sadot, R. 2000. Conscious and unconscious metacognition: A rejoinder. Consciousness and Cognition, 9: 139 - 202.
-
(2000)
Consciousness and Cognition
, vol.9
, pp. 139-202
-
-
Koriat, A.1
Levy-Sadot, R.2
-
35
-
-
0345706880
-
The effects of metacognitive instruction on solving mathematical authentic tasks
-
doi:10.1023/A:1016282811724
-
Kramarski, B., Mevarech, Z. R. and Arami, M. 2002. The effects of metacognitive instruction on solving mathematical authentic tasks. Educational studies in mathematics, 49: 225 - 250. (doi:10.1023/A:1016282811724)
-
(2002)
Educational studies in mathematics
, vol.49
, pp. 225-250
-
-
Kramarski, B.1
Mevarech, Z.R.2
Arami, M.3
-
36
-
-
0012936359
-
Metacognitive development
-
In: Balter L., Tamis-LeMonda C. S., editors Ann Arbor, MI, Ann Arbor, MI,: Taylor and Francis
-
Kuhn, D. 1999. " Metacognitive development ". In Child psychology, a handbook of contemporary issues, Edited by: Balter, L. and Tamis-LeMonda, C. S. 259 - 286. Ann Arbor, MI: Taylor and Francis.
-
(1999)
Child psychology, a handbook of contemporary issues
, pp. 259-286
-
-
Kuhn, D.1
-
37
-
-
4043062570
-
Students' and teachers' conceptions of the nature of science: A review of the research
-
Lederman, N. G. 1992. Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 26 (9): 771 - 783.
-
(1992)
Journal of Research in Science Teaching
, vol.26
, Issue.9
, pp. 771-783
-
-
Lederman, N.G.1
-
38
-
-
0012263386
-
Reading, responding, and reflecting
-
doi:10.2307/821984
-
Lifford, J., Byron, B. E. and Ziemian, J. 2000. Reading, responding, and reflecting. English Journal, 89: 46 - 57. (doi:10.2307/821984)
-
(2000)
English Journal
, vol.89
, pp. 46-57
-
-
Lifford, J.1
Byron, B.E.2
Ziemian, J.3
-
39
-
-
0040121989
-
Effects of metacognitive training embedded in cooperative settings on mathematical problem solving
-
doi:10.1080/00220679909597597
-
Mevarech, Z. R. 1999. Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. Journal of Educational Research, 92 (4): 195 - 205. (doi:10.1080/00220679909597597)
-
(1999)
Journal of Educational Research
, vol.92
, Issue.4
, pp. 195-205
-
-
Mevarech, Z.R.1
-
40
-
-
84885070032
-
-
(July). The differential effects of IMPROVE on mathematical knowledge and reasoning, School of Education, Bar-Ilan University, Israel. Paper presented at SIG16 Metacognition Conference, Cambridge, UK
-
Mevarech, Z.R., & Fridkin, S. (2006, July). Who benefits from IMPROVE? The differential effects of IMPROVE on mathematical knowledge and reasoning, School of Education, Bar-Ilan University, Israel. Paper presented at SIG16 Metacognition Conference, Cambridge, UK.
-
(2006)
Who benefits from IMPROVE?
-
-
Mevarech, Z.R.1
Fridkin, S.2
-
41
-
-
0031487901
-
IMPROVE: A multidimensional method for reaching mathematics in heterogeneous classrooms
-
doi:10.3102/00028312034002365
-
Mevarech, Z. R. and Kramarski, B. 1997. IMPROVE: A multidimensional method for reaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34: 365 - 394. (doi:10.3102/00028312034002365)
-
(1997)
American Educational Research Journal
, vol.34
, pp. 365-394
-
-
Mevarech, Z.R.1
Kramarski, B.2
-
42
-
-
0000101834
-
Consciousness and metacognition
-
doi:10.1037/0003-066X.51.2.102
-
Nelson, T. O. 1996. Consciousness and metacognition. American Psychologist, 51: 102 - 116. (doi:10.1037/0003-066X.51.2.102)
-
(1996)
American Psychologist
, vol.51
, pp. 102-116
-
-
Nelson, T.O.1
-
43
-
-
0002447827
-
Why investigate metacognition?
-
In: Metcalfe J., Shimamura A. P., editors (Chapter 1, pp. 1-26). Cambridge, MA: The MIT Press
-
Nelson, T. O. and Narens, L. 1994. " Why investigate metacognition? ". In Metacognition: Knowing about knowing Edited by: Metcalfe, J. and Shimamura, A. P. (Chapter 1, pp. 1-26). Cambridge, MA: The MIT Press
-
(1994)
Metacognition: Knowing about knowing
-
-
Nelson, T.O.1
Narens, L.2
-
45
-
-
33644982797
-
Mediterranean models for integrating environmental education and earth sciences through earth systems education
-
Orion, N. and Fortner, W. R. 2003. Mediterranean models for integrating environmental education and earth sciences through earth systems education. Mediterranean Journal of Educational Studies, 8 (1): 97 - 111.
-
(2003)
Mediterranean Journal of Educational Studies
, vol.8
, Issue.1
, pp. 97-111
-
-
Orion, N.1
Fortner, W.R.2
-
46
-
-
27744581675
-
The effect of an earth-science learning program on students' scientific thinking skills
-
Orion, N. and Kali, Y. 2005. The effect of an earth-science learning program on students' scientific thinking skills. Journal of Geosciences Education, 53: 387 - 393.
-
(2005)
Journal of Geosciences Education
, vol.53
, pp. 387-393
-
-
Orion, N.1
Kali, Y.2
-
47
-
-
0035615017
-
Classroom applications of research on self-regulated learning
-
doi:10.1207/S15326985EP3602_4
-
Paris, S. G. and Paris, A. H. 2001. Classroom applications of research on self-regulated learning. Educational Psychologist, 36 (2): 89 - 101. (doi:10.1207/S15326985EP3602_4)
-
(2001)
Educational Psychologist
, vol.36
, Issue.2
, pp. 89-101
-
-
Paris, S.G.1
Paris, A.H.2
-
48
-
-
84983946018
-
Accommodation of a scientific conception: Toward a theory of conceptual change
-
doi:10.1002/sce.3730660207
-
Posner, G. J., Strike, K. A., Hewson, P. W. and Gertzog, W. A. 1982. Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66: 211 - 227. (doi:10.1002/sce.3730660207)
-
(1982)
Science Education
, vol.66
, pp. 211-227
-
-
Posner, G.J.1
Strike, K.A.2
Hewson, P.W.3
Gertzog, W.A.4
-
49
-
-
84935647227
-
Teachers' beliefs about teaching and learning: A constructivist perspective
-
doi:10.1086/444021
-
Prawat, R. 1992. Teachers' beliefs about teaching and learning: A constructivist perspective. American Journal of Education,: 354 - 395. (doi:10.1086/444021)
-
(1992)
American Journal of Education
, pp. 354-395
-
-
Prawat, R.1
-
50
-
-
0003063647
-
Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory
-
In: Reder L. M., editors Mahwah, NJ, Mahwah, NJ,: Erlbaum
-
Reder, L. M. and Schunn, C. D. 1996. " Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory ". In Implicit memory and metacognition, Edited by: Reder, L. M. 45 - 77. Mahwah, NJ: Erlbaum.
-
(1996)
Implicit memory and metacognition
, pp. 45-77
-
-
Reder, L.M.1
Schunn, C.D.2
-
52
-
-
1342345600
-
Metacognition and self regulation in text processing: Some comments
-
In: Carretero M., Pope M. L., Simons R. J., Pozo J. I., editors Elsmford, NY, Elsmford, NY,: Pergamon Press
-
Schnotz, W. 1992. " Metacognition and self regulation in text processing: Some comments ". In Learning and instruction. European research in an international context, Edited by: Carretero, M., Pope, M. L., Simons, R. J. and Pozo, J. I. Vol. 3, 365 - 375. Elsmford, NY: Pergamon Press.
-
(1992)
Learning and instruction. European research in an international context
, vol.3
, pp. 365-375
-
-
Schnotz, W.1
-
53
-
-
0032390942
-
Promoting general metacognitive awareness
-
doi:10.1023/A:1003044231033
-
Schraw, G. 1998. Promoting general metacognitive awareness. Instructinal Science, 26: 113 - 125. (doi:10.1023/A:1003044231033)
-
(1998)
Instructinal Science
, vol.26
, pp. 113-125
-
-
Schraw, G.1
-
54
-
-
65249099375
-
Using metacognitive strategies to enhance learning in the English classroom
-
Shelley, A. C. and Thomas, P. L. 1996. Using metacognitive strategies to enhance learning in the English classroom. The New England Reading Association Journal, 32: 3 - 6.
-
(1996)
The New England Reading Association Journal
, vol.32
, pp. 3-6
-
-
Shelley, A.C.1
Thomas, P.L.2
-
55
-
-
84973848880
-
Those who understand: Knowledge growth in teaching
-
doi:10.3102/0013189X015002004
-
Shulman, L. S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, 15: 4 - 14. (doi:10.3102/0013189X015002004)
-
(1986)
Educational Researcher
, vol.15
, pp. 4-14
-
-
Shulman, L.S.1
-
56
-
-
0001797108
-
Knowledge and teaching: Foundation of the new reform
-
Shulman, L. S. 1987. Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 57 (1): 1 - 22.
-
(1987)
Harvard Educational Review
, vol.57
, Issue.1
, pp. 1-22
-
-
Shulman, L.S.1
-
57
-
-
0035602815
-
Belief, knowledge, and science education
-
doi:10.1023/A:1011913813847
-
Southerland, S., Sinatra, G. and Matthews, M. R. 2001. Belief, knowledge, and science education. Educational Psychology Review, 13 (4): 325 - 351. (doi:10.1023/A:1011913813847)
-
(2001)
Educational Psychology Review
, vol.13
, Issue.4
, pp. 325-351
-
-
Southerland, S.1
Sinatra, G.2
Matthews, M.R.3
-
58
-
-
0004245539
-
-
New York, NY, New York, NY,: Holt, Reinhart & Winston
-
Spradley, J. P. 1980. Participant observation, New York, NY: Holt, Reinhart & Winston.
-
(1980)
Participant observation
-
-
Spradley, J.P.1
-
59
-
-
0032367538
-
Metacognition, abilities, and developing expertise: What makes an expert student?
-
doi:10.1023/A:1003096215103
-
Sternberg, R. J. 1998. Metacognition, abilities, and developing expertise: What makes an expert student?. Instructional Science, 26: 127 - 140. (doi:10.1023/A:1003096215103)
-
(1998)
Instructional Science
, vol.26
, pp. 127-140
-
-
Sternberg, R.J.1
-
60
-
-
0002715854
-
Teachers' models of children's minds and learning
-
In: Hirshfeld L. A., Gelman S. A., editors Cambridge University Press
-
Strauss, S. and Shilony, T. 1994. " Teachers' models of children's minds and learning ". In Mapping the mind. Domain specificity in cognition and culture, Edited by: Hirshfeld, L. A. and Gelman, S. A. 455 - 473. Cambridge University Press.
-
(1994)
Mapping the mind. Domain specificity in cognition and culture
, pp. 455-473
-
-
Strauss, S.1
Shilony, T.2
-
61
-
-
0037732820
-
The effect of metacognitive training on mathematical word-problem solving
-
doi:10.1046/j.0266-4909.2003.00005.x
-
Teong, S. K. 2003. The effect of metacognitive training on mathematical word-problem solving. Journal of Computer Assisted Learning, 19 (1): 46 - 55. (doi:10.1046/j.0266-4909.2003.00005.x)
-
(2003)
Journal of Computer Assisted Learning
, vol.19
, Issue.1
, pp. 46-55
-
-
Teong, S.K.1
-
63
-
-
0013507531
-
Student restraints to reform: Conceptual change issues in enhancing students' learning processes
-
doi:10.1007/BF02461182
-
Thomas, G. P. 1999. Student restraints to reform: Conceptual change issues in enhancing students' learning processes. Research in Science Education, 29: 89 - 109. (doi:10.1007/BF02461182)
-
(1999)
Research in Science Education
, vol.29
, pp. 89-109
-
-
Thomas, G.P.1
-
64
-
-
3542999308
-
Conceptualisation, development and validation of an instrument for investigating the metacognitive orientation of science classroom learning environments: The metacognitive orientation learning environment scale-science (MOLES-S)
-
doi:10.1023/A:1024943103341
-
Thomas, G. P. 2003. Conceptualisation, development and validation of an instrument for investigating the metacognitive orientation of science classroom learning environments: The metacognitive orientation learning environment scale-science (MOLES-S). Learning Environments Research, 6: 175 - 197. (doi:10.1023/A:1024943103341)
-
(2003)
Learning Environments Research
, vol.6
, pp. 175-197
-
-
Thomas, G.P.1
-
65
-
-
7444242214
-
Dimensionality and construct validity of an instrument designed to measure the metacognitive orientation of science classroom learning environments
-
Thomas, G. P. 2004. Dimensionality and construct validity of an instrument designed to measure the metacognitive orientation of science classroom learning environments. Journal of Applied Measurement, 5: 367 - 384.
-
(2004)
Journal of Applied Measurement
, vol.5
, pp. 367-384
-
-
Thomas, G.P.1
-
66
-
-
84885050959
-
The centrality of metacognition for science education reform: Challenging the status quo
-
In: Kuroda A., Tanunchaibutra P., Ya-Ampan D., Namwong O., Bhiasiri S., Thongpai J., editors Khon Kaen, Khon Kaen,: Anna Offset
-
Thomas, G. P. 2009. " The centrality of metacognition for science education reform: Challenging the status quo ". In Proceedings of the international conference on educational research: Learning communities for sustainable development, Edited by: Kuroda, A., Tanunchaibutra, P., Ya-Ampan, D., Namwong, O., Bhiasiri, S. and Thongpai, J. 17 - 30. Khon Kaen: Anna Offset.
-
(2009)
Proceedings of the international conference on educational research: Learning communities for sustainable development
, pp. 17-30
-
-
Thomas, G.P.1
-
67
-
-
84979656892
-
Metacognition in science education: Past, present and future considerations
-
In: Fraser B. J., Tobin K. G., McRobbie C. J., editors Dordrecht, Dordrecht,: Springer
-
Thomas, G. P. 2011. " Metacognition in science education: Past, present and future considerations ". In Second international handbook of science education, Edited by: Fraser, B. J., Tobin, K. G. and McRobbie, C. J. 131 - 144. Dordrecht: Springer.
-
(2011)
Second international handbook of science education
, pp. 131-144
-
-
Thomas, G.P.1
-
68
-
-
0041412925
-
Using a metaphor for learning to improve students' metacognition in the chemistry classroom
-
doi:10.1002/1098-2736(200102)38:2<222::AID-TEA1004>3.0.CO;2-S
-
Thomas, G. P. and 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. (doi:10.1002/1098-2736(200102)38:2<222::AID-TEA1004>3.0.CO;2-S)
-
(2001)
Journal of Research in Science Teaching
, vol.38
, Issue.2
, pp. 222-259
-
-
Thomas, G.P.1
McRobbie, C.J.2
-
69
-
-
85011249920
-
Metacognitive processes: Teaching strategies in literacy education courses
-
doi:10.1080/027027100278356
-
Thomas, K. F. and Barksdale-Ladd, M. A. 2000. Metacognitive processes: Teaching strategies in literacy education courses. Reading Psychology, 21: 67 - 84. (doi:10.1080/027027100278356)
-
(2000)
Reading Psychology
, vol.21
, pp. 67-84
-
-
Thomas, K.F.1
Barksdale-Ladd, M.A.2
-
70
-
-
0038864562
-
Referents for making sense of science teaching
-
doi:10.1080/0950069930150302
-
Tobin, K. 1993. Referents for making sense of science teaching. International Journal of Science Education, 15: 241 - 254. (doi:10.1080/0950069930150302)
-
(1993)
International Journal of Science Education
, vol.15
, pp. 241-254
-
-
Tobin, K.1
-
71
-
-
0038478029
-
Bridging research and practice: A cognitively based classroom intervention for teaching experimentation skills to elementary school children
-
doi:10.1207/S1532690XCI1804_1
-
Toth, E. E., Klahr, D. and Chen, Z. 2000. Bridging research and practice: A cognitively based classroom intervention for teaching experimentation skills to elementary school children. Cognition and instruction, 18: 423 - 459. (doi:10.1207/S1532690XCI1804_1)
-
(2000)
Cognition and instruction
, vol.18
, pp. 423-459
-
-
Toth, E.E.1
Klahr, D.2
Chen, Z.3
-
73
-
-
33746423495
-
Metacognition and learning: Conceptual and methodological considerations
-
doi:10.1007/s11409-006-6893-0
-
Veenman, M. V.J., Van Hout-Wolters, B. H.A.M. and Afflerbach, P. 2006. Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1: 3 - 14. (doi:10.1007/s11409-006-6893-0)
-
(2006)
Metacognition and Learning
, vol.1
, pp. 3-14
-
-
Veenman, M.V.J.1
van Hout-Wolters, B.H.A.M.2
Afflerbach, P.3
-
75
-
-
0001984805
-
Inquiry, modeling and metacognition: Making science accessible to all students
-
doi:10.1207/s1532690xci1601_2
-
White, B. Y. and Frederiksen, J. R. 1998. Inquiry, modeling and metacognition: Making science accessible to all students. Cognition and Instruction, 16 (1): 3 - 118. (doi:10.1207/s1532690xci1601_2)
-
(1998)
Cognition and Instruction
, vol.16
, Issue.1
, pp. 3-118
-
-
White, B.Y.1
Frederiksen, J.R.2
-
76
-
-
0038611776
-
Metacognition facilitation: An approach to making scientific inquiry accessible to all
-
In: Minstrell J. L., Van-Zee E. H., editors Washington, DC, Washington, DC,: American Association for the Advancement of Science
-
White, B. Y. and Frederiksen, J. R. 2000. " Metacognition facilitation: An approach to making scientific inquiry accessible to all ". In Inquiry into inquiry learning and teaching in science, Edited by: Minstrell, J. L. and Van-Zee, E. H. 331 - 370. Washington, DC: American Association for the Advancement of Science.
-
(2000)
Inquiry into inquiry learning and teaching in science
, pp. 331-370
-
-
White, B.Y.1
Frederiksen, J.R.2
-
77
-
-
0010839043
-
Metacognition and the quality of learning
-
doi:10.1080/03057269408560028
-
White, R. T. and Mitchell, I. J. 1994. Metacognition and the quality of learning. Studies in Science Education, 23: 21 - 37. (doi:10.1080/03057269408560028)
-
(1994)
Studies in Science Education
, vol.23
, pp. 21-37
-
-
White, R.T.1
Mitchell, I.J.2
-
78
-
-
0033130299
-
Teachers' metacognitive knowledge and instruction of higher order thinking
-
doi:10.1016/S0742-051X(98)00063-8
-
Zohar, A. 1999. Teachers' metacognitive knowledge and instruction of higher order thinking. Teaching and Teachers' Education, 15: 413 - 429. (doi:10.1016/S0742-051X(98)00063-8)
-
(1999)
Teaching and Teachers' Education
, vol.15
, pp. 413-429
-
-
Zohar, A.1
-
80
-
-
33747041360
-
The nature and development of teachers' metastrategic knowledge in the context of teaching higher order thinking
-
doi:10.1207/s15327809jls1503_2
-
Zohar, A. 2006. The nature and development of teachers' metastrategic knowledge in the context of teaching higher order thinking. The Journal of Learning Sciences, 15 (3): 331 - 377. (doi:10.1207/s15327809jls1503_2)
-
(2006)
The Journal of Learning Sciences
, vol.15
, Issue.3
, pp. 331-377
-
-
Zohar, A.1
-
81
-
-
43049179805
-
Teaching thinking on a national scale: Israel's pedagogical horizons
-
doi:10.1016/j.tsc.2008.03.002
-
Zohar, A. 2008. Teaching thinking on a national scale: Israel's pedagogical horizons. Thinking Skills and Creativity, 3: 77 - 81. (doi:10.1016/j.tsc.2008.03.002)
-
(2008)
Thinking Skills and Creativity
, vol.3
, pp. 77-81
-
-
Zohar, A.1
-
82
-
-
39549103237
-
Explicit teaching of meta-strategic knowledge in authentic classroom situations
-
doi:10.1007/s11409-007-9019-4
-
Zohar, A. and Ben-David, A. 2008. Explicit teaching of meta-strategic knowledge in authentic classroom situations. Metacognition and Learning, 3: 59 - 82. (doi:10.1007/s11409-007-9019-4)
-
(2008)
Metacognition and Learning
, vol.3
, pp. 59-82
-
-
Zohar, A.1
Ben-David, A.2
-
83
-
-
84885084597
-
Paving a clear path in a thick forest: A conceptual analysis of a metacognitive component
-
Zohar, A. and Ben-David, A. 2009. Paving a clear path in a thick forest: A conceptual analysis of a metacognitive component. Metacognition and Learning,: 1556 - 1623.
-
(2009)
Metacognition and Learning
, pp. 1556-1623
-
-
Zohar, A.1
Ben-David, A.2
-
84
-
-
43649101316
-
The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students
-
doi:10.1016/j.learninstruc.2007.07.001
-
Zohar, A. and Peled, B. 2008. The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students. Learning and Instruction, 18: 337 - 353. (doi:10.1016/j.learninstruc.2007.07.001)
-
(2008)
Learning and Instruction
, vol.18
, pp. 337-353
-
-
Zohar, A.1
Peled, B.2
|