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Issues and challenges in science education research : moving forward / Kim Chwee Daniel Tan, Mijung Kim, editors
Issues and challenges in science education research : moving forward / Kim Chwee Daniel Tan, Mijung Kim, editors
Estensione 1 online resource (vii, 350 pages) : illustrations (some color)
Disciplina 507.1
Accesso persona Tan, Kim Chwee Daniel
Kim, Mijung
Genere/Forma Electronic books
Soggetto non controllato Education
Science -- Study and teaching
Science Education
Learning & Instruction
Teaching and Teacher Education
Educational Technology
ISBN 9789400739802
940073980X
9400739796
9789400739796
1280798963
9781280798962
Classificazione 30.04
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Issues and Challenges in Science Education Research / Kim Chwee Daniel Tan and Mijung Kim -- Science Literacy for All: More than a Slogan, Logo, or Rally Flag! / Larry D. Yore -- Moving the Essence of Inquiry into the Classroom: Engaging Teachers and Students in Authentic Science / Barbara A. Crawford -- Conceptual Change: Still a Powerful Framework for Improving the Practice of Science Instruction / Reinders H. Duit and David F. Treagust -- Multimodality in Problem Solving / Shien Chue and Kim Chwee Daniel Tan -- Understanding Photosynthesis and Respiration: Is It a Problem? Eighth Graders' Written and Oral Reasoning About Photosynthesis and Respiration / Helena Näs -- Introducing Students to Authentic Inquiry Investigation Using an Artificial Olfactory System / Niwat Srisawasdi -- Developing a Peer-Coaching Model for Enhancing the Pedagogical Content Knowledge of Preservice Science Teachers / Syh-Jong Jang.
Issues and Challenges in School-Based Assessment of Science Practical Work / Benny Hin Wai Yung -- Creative and Co-operative Science and Technology Education Course: Theory and Practice in Finnish Teacher Education Context / Ossi Autio and Jari Lavonen -- Increasing Accessibility to Science in Early Childhood Teacher Education Through Collaboration Between Teacher Educators and Science/Engineering Academics / Christine Howitt, Elaine Blake, Martina Calais, Yvonne Carnellor and Sandra Frid, et al. -- Stories of Teaching Hypothesis-Verification Process in Elementary Science Classrooms / Mijung Kim, Yong Jae Joung and Hye-Gyoung Yoon -- Pedagogical Practices and Science Learning with a Focus on Educating for Sustainability for Pre-service Primary and Middle Years Educators / Kathryn Paige and David Lloyd.
Using Simulations in Science: An Exploration of Pupil Behaviour / Susan Rodrigues -- Integrating Digital Technologies into the Contemporary Science Classroom / Karen Murcia -- Learning Chemistry Performatively: Epistemological and Pedagogical Bases of Design-for-Learning with Computer and Video Games / Yam San Chee, Kim Chwee Daniel Tan, Ek Ming Tan and Mingfong Jan -- Challenging Opportunities: Integrating ICT in School Science Education / Julie Crough, Louise Fogg and Jenni Webber -- Science in Early Learning Centres: Satisfying Curiosity, Guided Play or Lost Opportunities? / Elaine Blake and Christine Howitt -- Engaging Children in Learning Ecological Science: Two Botanic Garden Educators' Pedagogical Practices / Junqing Zhai -- Knowledge Advancement in Environmental Science Through Knowledge Building / Jennifer Yeo and Yew-Jin Lee -- Issues and Challenges: Impacting Practice and Policy / Kim Chwee Daniel Tan and Mijung Kim.
Record Nr. NYU-004375111
Materiale a stampa
Lo trovi qui: New York University
The role of criticism in understanding problem solving : honoring the work of John C. Belland / Samuel B. Fee, Brian R. Belland, editors
The role of criticism in understanding problem solving : honoring the work of John C. Belland / Samuel B. Fee, Brian R. Belland, editors
Estensione 1 online resource.
Disciplina 371.3
Accesso persona Fee, Samuel B.
Belland, Brian R.
Genere/Forma Electronic books
Soggetto non controllato Education
Education -- Philosophy
Educational Technology
Philosophy of Education
Learning & Instruction
ISBN 9781461435402
1461435404
9781461410515
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part 1. Critical Theory -- Argumentation, Critical Reasoning, and Problem Solving / J. Michael Spector and S. Won Park -- Postmodernism: A Twenty-First Century Primer to Problem-Based Learning / Denis Hlynka -- What Does a Connoisseur Connaît? Lessons for Appreciating Learning Experiences / Patrick Parrish -- Understanding Criticism and Problem-Based Learning: An Introduction / Samuel B. Fee and Brian R. Belland -- Part 2. Application to the Field -- Developing a Critical Stance as an E-Learning Specialist: A Primer for New Professionals / Brent G. Wilson -- Critical Theory and the Mythology of Learning with Technology / Norm Friesen -- Habitus, Scaffolding, and Problem-Based Learning: Why Teachers' Experiences as Students Matter / Brian R. Belland -- Aesthetics and Game-Based Learning: Applying John C. Belland's Connoisseurship Model as a Mode of Inquiry / Michele D. Dickey -- Part 3. Problem-based Learning (PBL) -- Integrating Metacognitive Prompts and Critical Inquiry Process Display to Support Development of Problem-Solving Skills / Wei-Chen Hung and James Lockard -- Issues in Problem-Based Learning in Online Teacher Education / Brenda I. López Ortiz -- The Fallacies of Problem-Based Learning Viewed as in a Hermeneutic Perspective on Best Teaching Practices / Margaret E. Bérci -- Part 4. Case Studies and Current Practice -- Design for Media: Nurturing the Transition of Media Arts Students from Consumers to Producers Through Deliberate Practice / Charlotte Belland -- Genetic Literacy and Problem-Based Learning / Rick Voithofer -- Correlating Problems Throughout an Interdisciplinary Curriculum / Samuel B. Fee and Amanda M. Holland-Minkley -- Ethical Angles on Service Learning / Nick Eastmond and Jonathan M. Thomas -- Conclusion: Building on the Strengths of Interdisciplinarity / Brian R. Belland and Samuel B. Fee.
Record Nr. NYU-004375414
Materiale a stampa
Lo trovi qui: New York University
Schulversagen und Anerkennung [electronic resource] : Scheiternde Schulkarrieren im Spiegel der Anerkennungsbedürfnisse Jugendlicher / von Sabine Sandring
Schulversagen und Anerkennung [electronic resource] : Scheiternde Schulkarrieren im Spiegel der Anerkennungsbedürfnisse Jugendlicher / von Sabine Sandring
Creatore [Sandring, Sabine]
Estensione 1 online resource
Disciplina 370
Soggetto non controllato Education (general)
Learning & Instruction
Education
ISBN 9783531942933
Formato Risorse elettroniche
Livello bibliografico Monografia
Lingua di pubblicazione ger
Nota di contenuto Forschungsfrage und Aufbau der Arbeit -- Theoretischer und empirischer Bezugsrahmen -- Anlage der Studie und methodischer Zugang -- Fallrekonstruktionen zum Zusammenspiel von biografischen und schulischen Anerkennungserfahrungen -- Biografische Anerkennungsproblematiken und schulische Anerkennungsräume -- Entwurf einer anerkennungstheoretisch fundierten Theorie schulischen Versagens -- Ausblick.
Record Nr. UCHICAGO-9283751
[Sandring, Sabine]  
Risorse elettroniche
Lo trovi qui: University of Chicago
Designing for learning in an open world [electronic resource] / Gráinne Conole ; foreword by J. Michael Spector
Designing for learning in an open world [electronic resource] / Gráinne Conole ; foreword by J. Michael Spector
Creatore [Conole, Gráinne]
Estensione 1 online resource.
Disciplina 371.3
Genere/Forma Electronic books
Soggetto non controllato Education
Educational psychology
Educational Technology
Learning & Instruction
ISBN 9781441985170 (electronic bk.)
1441985174 (electronic bk.)
9781441985163
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. DUKE-005743546
[Conole, Gráinne]  
Materiale a stampa
Lo trovi qui: Duke University
One-day, one-problem [electronic resource] : an approach to problem-based learning / Glen O'Grady...[et al.], editors
One-day, one-problem [electronic resource] : an approach to problem-based learning / Glen O'Grady...[et al.], editors
Estensione 1 online resource (viii, 298 p.) : ill. (some col.)
Disciplina 371.3
Accesso persona O'Grady, Glen
Genere/Forma Electronic books
Soggetto non controllato Education
Learning & Instruction
ISBN 9789814021753 (electronic bk.)
981402175X (electronic bk.)
9789814021746
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part 1. Introduction and Overview -- One-Day, One-Problem at Republic Polytechnic / Elaine H. J. Yew and Glen O'Grady -- A Brief History of Problem-based Learning / Henk G. Schmidt -- Pedagogical Philosophy Underpinning One-Day, One-Problem / W. A. M. Alwis -- Part 2. Student Learning -- The Process of Student Learning in One-Day, One-Problem / Elaine H. J. Yew and Henk G. Schmidt -- Problem-based Learning and Student Motivation: The Role of Interest in Learning and Achievement / Jerome I. Rotgans and Henk G. Schmidt -- The Student Perspective: How Students Manage Their Learning at Republic Polytechnic / Jeanette L. F. Choy and Lisa-Angelique Lim -- Part 3. Problems and Scaffolds -- Characteristics of Effective Problems / Nachamma Sockalingam and Henk G. Schmidt -- Scaffolding in Problem-based Learning / Serene S. Y. Choo -- Part 4. Assessment -- Holistic Assessment and Problem-based Learning / Glen O'Grady and W. A. M. Alwis -- Assessing Student Learning: Daily Self-Assessment at Republic Polytechnic / Magdeleine D. N. Lew and Henk G. Schmidt -- Part 5. Facilitators -- Teachers as Facilitators / Judith C. Williams -- A Staff Education and Development Programme to Support PBL / Karen P. L. Goh -- Part 6. Conclusion -- Summary and Conclusions / Elaine H. J. Yew, Karen P. L. Goh and Glen O'Grady.
Record Nr. UCHICAGO-8873664
Materiale a stampa
Lo trovi qui: University of Chicago
Verstehen im Unterricht [electronic resource] : Die Rolle von Phantasie und Erfahrung / von Arno Combe, Ulrich Gebhard
Verstehen im Unterricht [electronic resource] : Die Rolle von Phantasie und Erfahrung / von Arno Combe, Ulrich Gebhard
Creatore [Combe, Arno]
Accesso persona Gebhard, Ulrich
Accesso ente SpringerLink (Online service)
Soggetto non controllato Learning & Instruction
Education (general)
Education
ISBN 9783531942810
Formato Risorse elettroniche
Livello bibliografico Monografia
Lingua di pubblicazione ger
Record Nr. UCHICAGO-8780791
[Combe, Arno]  
Risorse elettroniche
Lo trovi qui: University of Chicago
Teaching Fractions through Situations: A Fundamental Experiment [electronic resource] / by Guy Brousseau, Nadine Brousseau, Virginia Warfield
Teaching Fractions through Situations: A Fundamental Experiment [electronic resource] / by Guy Brousseau, Nadine Brousseau, Virginia Warfield
Creatore [Brousseau, Guy. author]
Estensione 1 online resource.
Disciplina 370
Accesso persona Brousseau, Nadine.author.
Warfield, Virginia.author.
Soggetto non controllato Mathematics Education
Applications of Mathematics
Mathematics, general
Learning & Instruction
Education
ISBN 9789400727151
Formato Risorse elettroniche
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 1. The Adventure of the Students -- 2. Viewing the Adventure from the Perspective of Teachers and Researchers -- 3. Some Key Concepts and Terms from the Theory of Situations -- 4. The Setting for the Adventure -- 5. Description of the Center for Observation for Research in Mathematics Education -- 6. Conclusions and future directions.
Record Nr. UCHICAGO-9806147
[Brousseau, Guy. author]  
Risorse elettroniche
Lo trovi qui: University of Chicago
The influence of attention, learning, and motivation on visual search [electronic resource] / Michael D. Dodd, John H. Flowers, editors
The influence of attention, learning, and motivation on visual search [electronic resource] / Michael D. Dodd, John H. Flowers, editors
Estensione 1 online resource.
Disciplina 152.14
Accesso persona Dodd, Michael D.
Flowers, John H.
Genere/Forma Electronic books
Soggetto non controllato Consciousness
Psychology
Cognitive Psychology
Learning & Instruction
Personality and Social Psychology
ISBN 9781461447948 (electronic bk.)
1461447941 (electronic bk.)
9781461447931
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UCHICAGO-8954224
Materiale a stampa
Lo trovi qui: University of Chicago
Self-studies of science teacher education practices / Shawn M. Bullock, Tom Russell, editors
Self-studies of science teacher education practices / Shawn M. Bullock, Tom Russell, editors
Estensione 1 online resource (ix, 204 pages).
Disciplina 507.1
Accesso persona Bullock, Shawn M.
Russell, Tom, 1941-
Genere/Forma Electronic books
Soggetto non controllato Education
Science -- Study and teaching
Teaching and Teacher Education
Science Education
Learning & Instruction
ISBN 9789400739048
9400739044
9400739036
9789400739031
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Exploring the Intersections of Self-Study, Science Teaching, and Science Teacher Education / Shawn Michael Bullock -- A Collaborative Self-Study of a Physics Teacher's First Two Years of Teaching / C. Liam Brown and Tom Russell -- The Transformation from Expert Science Teacher to Science Teacher Educator / Dawn Garbett -- Bridging the Gap Between a Science Laboratory Past and a Science Teacher Educator Present: Rethinking the Doctoral Program in Science Education / Alexandra O. Santau -- Articulating Our Values to Develop Our Pedagogy of Science Teacher Education / Stephen Keast and Rebecca Cooper -- Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue / Tim Fletcher -- Learning to Teach Physics Teachers: Developing a Distinct Pedagogy of Teacher Education / Shawn Michael Bullock -- Developing and Assessing Professional Knowledge as a Science Teacher Educator: Learning About Teaching from Student Teachers / Pernilla Nilsson and John Loughran -- Following a Student into Her Science Classroom to Better Understand the Tensions of Science Education / Deborah J. Trumbull -- Helping Preservice Science Teachers Analyze Their Practices as We Study Our Own / Patricia D. Morrell and Adele C. Schepige -- Developing a Model for a Self-Study Professional Learning Community / Garry Hoban, Peter McLean, Wendy Nielsen, Amanda Berry and Christine Brown, et al. -- Science Teacher Education, Self-Study of Teacher Education Practices, and the Reflective Turn / Tom Russell.
Record Nr. NYU-004622164
Materiale a stampa
Lo trovi qui: New York University
International handbook of metacognition and learning technologies / Roger Azevedo, Vincent Aleven, editors
International handbook of metacognition and learning technologies / Roger Azevedo, Vincent Aleven, editors
Estensione 1 online resource.
Disciplina 370.15/2
Accesso persona Azevedo, Roger, 1966-
Aleven, Vincent A. W. M. M.
Genere/Forma Electronic books
Handbooks and manuals
Soggetto non controllato Education
Artificial intelligence
Learning & Instruction
ISBN 9781441955463
1441955461
1441955453
9781441955456
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part I. Models and Components of Metacognition. Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring / Thomas D. Griffin, Jennifer Wiley, Carlos R. Salas -- Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning / Bracha Kramarski, Tova Michalsky -- Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs / Stephanie Pieschl, Elmar Stahl, Rainer Bromme -- Retrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student Learning / Katherine A. Rawson, John Dunlosky -- Metacognition: A Closed-Loop Model of Biased Competition-Evidence from Neuroscience, Cognition, and Instructional Research / Neil H. Schwartz, Brianna M. Scott, Doris Holzberger -- Part IV. Intelligent Tutoring Systems and Tutorial Dialogues Systems. Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration / Vincent Aleven -- AnimalWatch: An Intelligent Tutoring System for Algebra Readiness / Carole R. Beal -- Open Learner Models as Drivers for Metacognitive Processes / Susan Bull, Judy Kay -- Modeling and Scaffolding Self-Explanation Across Domains and Activities / Cristina Conati -- Towards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue / Diane Litman, Kate Forbes-Riley -- Making Better Use of Multiple Representations: How Fostering Metacognition Can Help / Alexander Renkl [and others] -- Assessing Students' Problem Solving Ability and Cognitive Regulation with Learning Trajectories / Ron Stevens, Carole R. Beal, Marcia Sprang -- Part V. Multi-agent Systems to Measure and Foster Metacognition and Self-Regulated Learning -- Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems / Roger Azevedo [and others] -- Investigating Self-Regulated Learning in Teachable Agent Environments / John S. Kinnebrew [and others] -- Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments / James C. Lester [and others] -- A Behavior Change Perspective on Self-Regulated Learning with Teachable Agents / Marily Oppezzo, Daniel L. Schwartz.
Part II. Assessing and Modeling Metacognitive Knowledge and Skills. Modeling and Studying Gaming the System with Educational Data Mining / Ryan S.J. d. Baker [and others] -- A Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments / Jeffrey A. Greene [and others] -- Hypermedia and Self-Regulation: An Interplay in Both Directions / Maria Opfermann [and others] -- Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments / Tamara van Gog, Halszka Jarodzka -- Assessing Metacognitive Skills in Computerized Learning Environments / Marcel V.J. Veenman -- Part III. Scaffolding Metacognition and Learning with Hypermedia and Hypertext. Scaffolding Hypermedia Learning Through Metacognitive Prompts / Maria Bannert, Christoph Mengelkamp -- Metacognition and the Use of Tools / Geraldine Clarebout [and others] -- Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts / Nada Dabbagh, Anastasia Kitsantas -- Designing Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes / Xun Ge -- Technology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine / Susanne P. Lajoie [and others] -- Challenges of Investigating Metacognitive Tool Use and Effects in (Rich) Web-Based Learning Environments / Susanne Narciss, Hermann Koerndle, Antje Proske -- Analyzing Navigation Patterns to Scaffold Metacognition in Hypertext Systems / Sadhana Puntambekar, Sarah A. Sullivan, Roland Hübscher -- Development of Task Understanding and Monitoring in Information Retrieval Environments: Demystifying Metacognitive and Self-Regulatory Mechanisms in Graduate Learners Using Topic Maps Indexing Technologies to Improve Essay-Writing Skills / Vivek Venkatesh [and others] -- nStudy: Tracing and Supporting Self-Regulated Learning in the Internet / Philip H. Winne, Allyson F. Hadwin.
Part IV. Intelligent Tutoring Systems and Tutorial Dialogues Systems. Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration / Vincent Aleven -- AnimalWatch: An Intelligent Tutoring System for Algebra Readiness / Carole R. Beal -- Open Learner Models as Drivers for Metacognitive Processes / Susan Bull, Judy Kay -- Modeling and Scaffolding Self-Explanation Across Domains and Activities / Cristina Conati -- Towards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue / Diane Litman, Kate Forbes-Riley -- Making Better Use of Multiple Representations: How Fostering Metacognition Can Help / Alexander Renkl [and others] -- Assessing Students' Problem Solving Ability and Cognitive Regulation with Learning Trajectories / Ron Stevens, Carole R. Beal, Marcia Sprang -- Part V. Multi-agent Systems to Measure and Foster Metacognition and Self-Regulated Learning -- Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems / Roger Azevedo [and others] -- Investigating Self-Regulated Learning in Teachable Agent Environments / John S. Kinnebrew [and others] -- Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments / James C. Lester [and others] -- A Behavior Change Perspective on Self-Regulated Learning with Teachable Agents / Marily Oppezzo, Daniel L. Schwartz.
Part VI. Individual and Collaborative Learning in Classroom Settings. Electronic Portfolio Encouraging Active and Reflective Learning / Philip C. Abrami [and others] -- Overcoming Deceptive Clarity by Encouraging Metacognition in the Web-Based Inquiry Science Environment / Jennifer L. Chiu, Jennifer King Chen, Marcia C. Linn -- Investigating Text-Reader Interactions in the Context of Supported etext / Bridget Dalton, Annemarie Sullivan Palincsar -- Learning Functional Models of Aquaria: The ACT Project on Ecosystem Learning in Middle School Science / Ashok K. Goel [and others] -- Dynamic Computerized Scaffolding of Metacognitive Activities in Small Groups / Inge Molenaar, Carla van Boxtel, Peter Sleegers -- Metacognitive Knowledge About and Metacognitive Regulation of Strategy Use in Self-Regulated Scientific Discovery Learning: New Methods of Assessment in Computer-Based Learning Environments / Hubertina Thillmann, Jill Gößling, Jessica Marschner -- Model-Based Diagnosis for Regulative Support in Inquiry Learning / Wouter van Joolingen, Ton de Jong -- Research on Self-Regulated Learning in Technology Enhanced Learning Environments: Two Examples from Europe / Roberto Carneiro, Karl Steffens -- Self-Observation and Shared Reflection to Improve Pronunciation in L2 / Giuliana Dettori, Valentina Lupi.
Part VII. Motivation and Affect: Key Processes in Metacognition and Self-Regulated Learning. Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results / Matthew L. Bernacki, Timothy J. Nokes-Malach, Vincent Aleven -- Affective Learning Companions and the Adoption of Metacognitive Strategies / Winslow Burleson -- How Mastery and Performance Goals Influence Learners' Metacognitive Help-Seeking Behaviours When Using Ecolab II / Amanda Carr (nee Harris) [and others] -- Affect, Meta-affect, and Affect Regulation During Complex Learning / Sidney K. D'Mello [and others] -- Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation / Daniel C. Moos, Christopher A. Stewart -- The Role of Motivation in Knowledge Acquisition / Regina Vollmeyer, Falko Rheinberg.
Record Nr. NYU-004637162
Materiale a stampa
Lo trovi qui: New York University