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Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 pdf 下載 txt下載 epub 下載 mobi 下載 2024

Metacognition in Educational Theory and Practice (Educational Psychology Series)
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Hacker, Douglas J. (EDT)/ Dunlosky, John (EDT)/ Graesser, Arthur C. (EDT) 作者
Routledge
譯者
1998-03-01 出版日期
424 頁數
USD 60.95 價格
Paperback
叢書系列
9780805824827 圖書編碼

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發表於2024-11-15

Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 epub 下載 mobi 下載 pdf 下載 txt 下載 2024

Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 epub 下載 pdf 下載 mobi 下載 txt 下載 2024

Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 pdf 下載 txt下載 epub 下載 mobi 下載 2024


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Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 著者簡介

Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 著者簡介

Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 pdf 下載 txt下載 epub 下載 mobi 在線電子書下載

Metacognition in Educational Theory and Practice (Educational Psychology Series) 在線電子書 圖書描述

This volume examines ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. It has been organized around four general areas relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of non-traditional populations, and metacognition and studentship. In each chapter, the authors pursue three objectives: review recent literature as it applies to their areas of interest; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter, then, describes testable theory and provides examples of how theory can be applied to the classroom. Thus, the volume should appeal to the researcher and student concerned with the scientific investigation of metacognition as well as the practitioner concerned with the cultivation of learning and achievement in his or her students. This volume contributes to education literature by describing the recent research that has examined specific theoretical aspects of metacognition in domains of direct relevance to education. Many researchers and practitioners are convinced that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.

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