Titlebook: Cognition, Metacognition, and Culture in STEM Education; Learning, Teaching a Yehudit Judy Dori,Zemira R. Mevarech,Dale R. Baker Book 2018

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Cognition, Metacognition, and Culture in STEM EducationLearning, Teaching a

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Yehudit Judy Dori,Zemira R. Mevarech,Dale R. BakerCompares the research about cognition, metacognition and culture across STEM fields.Collects many of the key researchers and most interesting studies in the four STEM domains.Provides clear definition

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Innovations in Science Education and Technologyhttp://image.papertrans.cn/c/image/228960.jpg

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https://doi.org/10.1007/978-3-658-16062-3cher knowledge of inquiry-based instruction, scientific inquiry, and our own work centered on engaging teachers in authentic scientific investigations. Teacher cognition of . is important in light of the renewed emphasis in the US and abroad on the practices of science, that emphasizes carrying out

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https://doi.org/10.1007/978-3-642-67466-2ssing meaningful understanding in science. Therefore, they have recommended that learning and applying metacognitive strategies become part of science curriculum starting as early as kindergarten, through middle and high school, and continuing at the college and university levels. In this chapter, w

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https://doi.org/10.1007/978-3-86226-954-9wenty-first century. However, indicators are also suggesting that curriculum for undergraduate STEM is overly prescriptive and not based upon authentic practices, and are thus not representative of the professions and unattractive to the widest possible population of students. To address this proble

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https://doi.org/10.1007/978-3-86226-954-9uality STEM (science, technology, engineering, and mathematics) professional development. This chapter examines the claims surrounding the predicted changes in classrooms promoted by the next generation of technologically savvy teachers. The current operant assumptions about next generation learners

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