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Metacognition in Science Education

Overview of attention for book
Cover of 'Metacognition in Science Education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 Metacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition
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    Chapter 3 Reading Science: How a Naive View of Reading Hinders So Much Else
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    Chapter 4 Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program
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    Chapter 5 The Role of Metacognition in Students’ Understanding and Transfer of Explanatory Structures in Science
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    Chapter 6 Self-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding
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    Chapter 7 The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations
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    Chapter 8 The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education
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    Chapter 9 Explicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and Teachers’ Professional Development
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    Chapter 10 A Metacognitive Teaching Strategy for Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science
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    Chapter 11 Toward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from Natural and Social Sciences, Teacher Education, and Classroom Practice
Attention for Chapter 8: The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education
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Readers on

mendeley
53 Mendeley
Summary
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Chapter title
The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education
Chapter number 8
Book title
Metacognition in Science Education
Published by
Springer, Dordrecht, January 2012
DOI 10.1007/978-94-007-2132-6_8
Book ISBNs
978-9-40-072131-9, 978-9-40-072132-6
Authors

Orit Herscovitz, Zvia Kaberman, Liora Saar, Yehudit Judy Dori, Herscovitz, Orit, Kaberman, Zvia, Saar, Liora, Dori, Yehudit Judy

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 53 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 2%
Unknown 52 98%

Demographic breakdown

Readers by professional status Count As %
Lecturer 7 13%
Student > Master 7 13%
Student > Doctoral Student 4 8%
Professor > Associate Professor 3 6%
Other 3 6%
Other 11 21%
Unknown 18 34%
Readers by discipline Count As %
Social Sciences 21 40%
Unspecified 2 4%
Psychology 2 4%
Mathematics 2 4%
Chemistry 2 4%
Other 5 9%
Unknown 19 36%

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