000			02651nam a2200325 i 4500
008			120626s2012 ne a a001 0 eng d
020			_z9789400721319
020			_z9400721315
040			_aBAUN _beng _cBAUN _erda
049			_aBAUN_MERKEZ
050	0	4	_aLB1060 _b.M483 2012
082	0	4	_223
245	1	0	_aMetacognition in science education : _btrends in current research / _cAnat Zohar, Yehudit Judy Dori, editörler.
264		1	_aDordrecht ; _aNew York : _bSpringer, _c[2012]
264		4	_c©2012
300			_aviii, 280 pages : _billustrations (some color) ; _c24 cm.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
490	1		_aContemporary trends and issues in science education, _x1878-0482 ; _vv.40.
504			_aIncludes bibliographical references and index.
505	0	0	_tIntroduction _rAnat Zohar, Yehudit Judy Dori _tMetacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition _rMarcel V. J. Veenman _tReading Science: How a Naive View of Reading Hinders So Much Else _rStephen P. Norris, Linda M. Phillips _tMetacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program _rGregory Schraw, Lori Olafson, Michelle Weibel, Daphne Sewing _tThe Role of Metacognition in Students’ Understanding and Transfer of Explanatory Structures in Science _rTina Grotzer, Sarah Mittlefehldt _tSelf-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding _rDavid Whitebread, Valeska Grau Cárdenas _tThe Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations _rJennifer L. Chiu, Marcia C. Linn _tThe Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education _rOrit Herscovitz, Zvia Kaberman, Liora Saar, Yehudit Judy Dori _tExplicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and Teachers’ Professional Development _rAnat Zohar _tA Metacognitive Teaching Strategy for Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science _rOsnat Eldar, Bat-Sheva Eylon, Miky Ronen _tToward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from Natural and Social Sciences, Teacher Education, and _tClassroom Practice _rCarole L. Ford, Larry D. Yore
650		0	_aMetacognition.
650		0	_aScience _xStudy and teaching _xResearch.
700	1		_aZohar, `Anat.
700	1		_aDori, Y. _q(Yehudit)
830		0	_9108486 _aContemporary trends and issues in science education ; _vv. 40.
900			_a33167
942			_2lcc _cKT
999			_c30184 _d30184