02701nam 2200649Ia 450 991045534600332120200520144314.01-282-31914-097866123191431-60623-335-1(CKB)1000000000804222(EBL)460414(OCoLC)463310010(SSID)ssj0000303109(PQKBManifestationID)12114357(PQKBTitleCode)TC0000303109(PQKBWorkID)10275379(PQKB)11666819(MiAaPQ)EBC460414(Au-PeEL)EBL460414(CaPaEBR)ebr10333670(CaONFJC)MIL231914(EXLCZ)99100000000080422220090709d2009 uy 0engur|n|---|||||txtccrMetacognition, strategy use, and instruction[electronic resource] /Harriet Salatas Waters and Wolfgang Schneider, editorsNew York Guilford Pressc20091 online resource (320 p.)Description based upon print version of record.1-60623-334-3 Includes bibliographical references and index.Front matter; Contents; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Chapter 6; Chapter 7; Chapter 8; Chapter 9; Chapter 10; Chapter 11; Chapter 12; Author index; Subject index Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning-such as remembering, thinking, and problem solving-as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. TeachCognitive learningCreative thinkingMetacognition in childrenCognitive styles in childrenElectronic books.Cognitive learning.Creative thinking.Metacognition in children.Cognitive styles in children.370.15/23370.1523Waters Harriet Salatas887537Schneider Wolfgang517458MiAaPQMiAaPQMiAaPQBOOK9910455346003321Metacognition, strategy use, and instruction1982658UNINA