Why is metacognition gaining recognition, both in education
generally and in science learning in particular? What does
metacognition contribute to the theory and practice of science
learning?
"Metacognition in Science Education" discusses emerging topics
at the intersection of metacognition with the teaching and learning
of science concepts, and with higher order thinking more generally.
The book gives educators, scholars and research students the
required background on metacognition and analyses the latest
developments in the field. It also provides teachers and curriculum
developers with an account of best-practice methodology.
Expanding on the theoretical underpinnings of metacognition, and
written by world leaders in metacognitive research, the chapters
present cutting-edge studies on how various forms of metacognitive
instruction enhance understanding and thinking in science
classrooms. The editors strive for conceptual coherency in the
various definitions of metacognition that appear in the book, and
show that the study of metacognition is not an end in itself.
Rather, it is integral to other important constructs, such as
self-regulation, literacy, the teaching of thinking strategies,
motivation, meta-strategies, conceptual understanding, reflection,
and critical thinking. The book testifies to a growing recognition
of the potential value of metacognition to science learning. It
will motivate science educators in different educational contexts
to incorporate this topic into their ongoing research and
practice.
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