LEADER 00758nam0-22002771i-450- 001 990000119770403321 010 $a88-7004-056-9 035 $a000011977 035 $aFED01000011977 035 $a(Aleph)000011977FED01 035 $a000011977 100 $a20011111d--------km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $a<>MISSIONI Voyager$eGiove Saturno Urano Nettuno$fintroduzione di Marcello Coradini. 210 $aMilano$cLe scienze$d1990 215 $a135 p.$cill.$d29 cm 610 0 $aNavigazione spaziale 676 $a629.435 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000119770403321 952 $a13 SC VI A 41$b7000$fFINBC 959 $aFINBC 997 $aUNINA DB $aING01 LEADER 05922nam 22007095 450 001 9910299505203321 005 20251116195058.0 010 $a9783319666594 010 $a3319666592 024 7 $a10.1007/978-3-319-66659-4 035 $a(CKB)4100000001382279 035 $a(DE-He213)978-3-319-66659-4 035 $a(MiAaPQ)EBC5178267 035 $a(EXLCZ)994100000001382279 100 $a20171201d2018 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCognition, Metacognition, and Culture in STEM Education $eLearning, Teaching and Assessment /$fedited by Yehudit Judy Dori, Zemira R. Mevarech, Dale R. Baker 205 $a1st ed. 2018. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2018. 215 $a1 online resource (XII, 380 p. 36 illus.) 225 1 $aInnovations in Science Education and Technology,$x2213-2236 ;$v24 311 08$a9783319666570 311 08$a3319666576 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $aForeword,Anat Zohar -- Chapter 1: Introduction, Yehudit Judy Dori, Dale Baker, and Zemira R. Mevarech -- Chapter 2: Teacher Cognition of Engaging Children in Scientific Practices, Barbara A. Crawford and Daniel K. Capps -- Chapter 3: Students? Metacognition and Metacognitive Strategies in Science Education, Shirly Avargil, Rea Lavi, and Yehudit Judy Dori -- Chapter 4: Reconsidering Different Visions of Scientific Literacy and Science Education based on the Concept of Bildung, Jesper Sjöström and Ingo Ilks -- Chapter 5: Designing for Collaborative Problem Solving in STEM Cyberlearning, Kent J. Crippen and Pavlo D. Antonenko -- Chapter 6: Technology, Culture and Young Science Teachers ? a promise Unfulfilled and Proposals for Change, Randy Yerrick, Michael Radosta, and Kelsey Greene -- Chapter 7: Technology, Culture, and Values ? Implications for Enactment of Technological Tools in Precollege Science Classrooms, Noemi Waight and Fouad Abd-El-Khalick -- Chapter 8: Engineering Cognition ? a Process of Knowledge Acquisition and Application, ?enay Purzer, Tamara J. Moore, and Emily Dringenberg -- Chapter 9: Metacognition and Meta-assessment in Engineering Education, Niva Wengrowicz, Yehudit Judy Dori, and Dov Dori -- Chapter 10: The Impact of Culture on Engineering and Engineering Education, Adam R. Carberry and Dale R. Baker -- Chapter 11: Engineering Education in Higher Education in Europe, M. Sencer Corlu, Kjeld Svidt, Dorina Gnaur, Rea Lavi, O?uz Borat, and M. Ali Çorlu -- Chapter 12: Cognition, Metacognition and Mathematics Literacy, Zemira R. Mevarech and Lianghuo Fan -- Chapter 13: Promoting Mathematics Teachers' Pedagogical Metacognition ? a Theoretical-practical Model and Case Study, Zehavit Kohen and Bracha Kramarski -- Chapter 14: Mathematical Modeling and Culturally Relevant Pedagogy, Cynthia O. Anhalt, Susan Staats, Ricardo Cortez, and Marta Civil -- Chapter 15: Discussion, Yehudit Judy Dori, Dale Baker, and Zemira R. Mevarech. 330 $aThis book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes?cognition, metacognition, and culture?and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. 410 0$aInnovations in Science Education and Technology,$x2213-2236 ;$v24 606 $aScience$xStudy and teaching 606 $aMathematics$xStudy and teaching 606 $aLearning, Psychology of 606 $aTechnical education 606 $aStudy skills 606 $aScience Education 606 $aMathematics Education 606 $aInstructional Psychology 606 $aEngineering and Technology Education 606 $aStudy and Learning Skills 615 0$aScience$xStudy and teaching. 615 0$aMathematics$xStudy and teaching. 615 0$aLearning, Psychology of. 615 0$aTechnical education. 615 0$aStudy skills. 615 14$aScience Education. 615 24$aMathematics Education. 615 24$aInstructional Psychology. 615 24$aEngineering and Technology Education. 615 24$aStudy and Learning Skills. 676 $a153 702 $aDori$b Y$g(Yehudit),$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMevarech$b Zemira$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBaker$b Dale R.$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910299505203321 996 $aCognition, Metacognition, and Culture in STEM Education$92520896 997 $aUNINA