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Volumn 1, Issue , 2003, Pages T3B2-T3B7

Developing techniques for measuring and enhancing students? Cognitive and metacognitive skills

Author keywords

[No Author keywords available]

Indexed keywords

BOATS; COGNITIVE SYSTEMS; EDUCATION; EDUCATION COMPUTING; ENGINEERING EDUCATION; REGRESSION ANALYSIS;

EID: 84945978096     PISSN: 15394565     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1109/FIE.2003.1263323     Document Type: Conference Paper
Times cited : (2)

References (24)
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    • Bayman, P.1    Mayer, R.2
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    • The assessment of cognitive skills for computer science education
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    • Blum, T. L. & Staats, W. J. The Assessment of Cognitive Skills for Computer Science Education. IEEE Frontiers in Education Conference, November 1999.
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    • Blum, T.L.1    Staats, W.J.2
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    • Ericsson, K.A., & Lehmann, A.C. Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, Vol. 47, 1996.
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    • Ericsson, K.A.1    Lehmann, A.C.2
  • 9
    • 1642502855 scopus 로고    scopus 로고
    • Metacognition as a conceptual bridge between cognitive psychology and educational practice
    • in press
    • Kuhn, D. & Dean, D. (in press). Metacognition as a conceptual bridge between cognitive psychology and educational practice. Theory into Practice.
    • Theory into Practice
    • Kuhn, D.1    Dean, D.2
  • 13
    • 58149411742 scopus 로고
    • Analysis and teaching of a general skill for studying scientific text
    • Larkin, J. H., & Reif, F. Analysis and teaching of a general skill for studying scientific text. Journal of Educational Psychology, Vol. 68(4), 1976.
    • (1976) Journal of Educational Psychology , vol.68 , Issue.4
    • Larkin, J.H.1    Reif, F.2
  • 14
    • 84976729208 scopus 로고
    • The case for case studies of programming problems
    • Linn, M. C. & Clancy, M. J. The Case for Case Studies of Programming Problems. Communications of the ACM, Vol. 35(3), 1992.
    • (1992) Communications of the ACM , vol.35 , Issue.3
    • Linn, M.C.1    Clancy, M.J.2
  • 15
    • 84965485329 scopus 로고
    • The cognitive consequences of programming instruction in classrooms
    • Linn, M.C. The Cognitive Consequences of Programming Instruction in Classrooms. Educational Researcher, Vol. 14, 1985.
    • (1985) Educational Researcher , vol.14
    • Linn, M.C.1
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    • Enhancing an object-oriented curriculum: Metacognitive assessment and training
    • November
    • Staats, W. J. & Blum, T. L. Enhancing an Object-Oriented Curriculum: Metacognitive Assessment and Training. IEEE Frontiers in Education, November, 1999.
    • (1999) IEEE Frontiers in Education
    • Staats, W.J.1    Blum, T.L.2
  • 22
    • 1642420886 scopus 로고    scopus 로고
    • A three-pronged approach to an object oriented computer information systems curriculum
    • Baltimore, Maryland, Aug
    • Staats, Wayne J. A Three-Pronged Approach to an Object Oriented Computer Information Systems Curriculum. Proceeding of the AIS 1998 Americas Conference, Baltimore, Maryland, Aug 1998.
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    • Staats, W.J.1
  • 23
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    • Metacognitive instruction in introductory computer programming: A better explanatory construct for performance than traditional factors
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    • Volet, S.E.1    Lund, C.P.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.