Metacognition in Science Education Trends in Current Research
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 topi
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Contemporary Trends and Issues in Science Education VOLUME 40 SERIES EDITOR Dana Zeidler, University of South Florida, Tampa, USA
FOUNDING EDITOR Ken Tobin, City University of New York, USA
EDITORIAL BOARD Fouad Abd El Khalick, University of Illinois at Urbana-Champaign, USA Marrisa Rollnick, University of the Witwatersrand, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway David Treagust, Curtin University of Technology, Perth, Australia Larry Yore, University of Victoria, British Columbia, Canada HsingChi von Bergmann, University of Calgary, Canada Troy D. Sadler, University of Florida, Gainesville, FL, USA
SCOPE The book series Contemporary Trends and Issues in Science Education provides a forum for innovative trends and issues connected to science education. Scholarship that focuses on advancing new visions, understanding, and is at the forefront of the field is found in this series. Accordingly, authoritative works based on empirical research and writings from disciplines external to science education, including historical, philosophical, psychological and sociological traditions, are represented here.
For further volumes: http://www.springer.com/series/6512
Anat Zohar • Yehudit Judy Dori Editors
Metacognition in Science Education Trends in Current Research
Editors Anat Zohar School of Education Hebrew University of Jerusalem Jerusalem, Mt. Scopus Israel [email protected]
Yehudit Judy Dori Department of Education in Technology and Science and the Division of Continuing Education and External Studies Technion, Israel Institute of Technology Haifa, Israel [email protected] The Center for Educational Computing Initiatives, Massachusetts Institute of Technology, Cambridge, MA, USA
ISSN 1878-0482 e-ISSN 1878-0784 ISBN 978-94-007-2131-9 e-ISBN 978-94-007-2132-6 DOI 10.1007/978-94-007-2132-6 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011938276 © Springer Science+Business Media B.V. 2012 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Contents
1
Introduction ............................................................................................. Anat Zohar and Yehudit Judy Dori
2
Metacognition in Science Education: Definitions, Constituents, and Their Intricate Relation with Cognition ................ Marcel V.J. Veenman
21
Reading Science: How a Naive View of Reading Hinders So Much Else ........................................................................................... Stephen P. Norris and Linda M. Phillips
37
Metacognitive Knowledge and Field-based Science Lea
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