Información General

• Autores: Julianna Benson (ed. lit.)
• Editores: Nova Science Publishers
• Año de publicación: 2016
• País: Estados Unidos
• Idioma: inglés
• ISBN: 978-1-63485-562-4
• Texto completo no disponible (Saber más ...)

Resumen

• The development of metacognitive skills in the human mind has been and is still a great challenge in cognitive psychology. This book provides current research on the theories and performance of metacognition. Chapter One analyzes the nature of metacognition conceptually with respect to its relationship to cognition. Chapter Two studies metacognition and cognitive flexibility in the transfer of learning. Chapter Three focuses on metacognition, self-regulation and feedback for object-oriented programming problem-solving. Chapter Four discusses a learning integrated approach to developing metacognition in school. Chapter Five highlights strategies which can be used to develop metacognition in classical dance classes. Chapter Six investigates the effectiveness of reciprocal and self-check teaching style in promoting metacognition in physical education classes.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Conceptual Analysis of the Relationship between Cognition and Metacognition

    Meredith M. Marcum, James A. Marcum

    págs. 1-15

    

  • Metacognition and Cognitive Flexibility in Transfer of Learning

    Jérôme Clerc, Évelyne Clément

    págs. 17-42

    

  • Metacognition, Self-Regulation and Feedback for Object-Oriented Programming Problem-Solving

    María Consuelo Sáiz Manzanares, Raúl Marticorena Sánchez

    págs. 43-94

    

  • Developing Metacognition at School: a Learning Integrated Approach

    Daniela Pietrapiana

    págs. 95-121

    

  • Developing Students Metacognitive Awareness within Classical Dance

    Athanasia Chatzipanteli

    págs. 123-138

    

  • The Effectiveness of Reciprocal and Self-Check Teaching Style in Promoting Metacognition in Physical Education Classes

    Athanasia Chatzipanteli, N. Digelidis, R. Dean

    págs. 139-150