Un acercamiento a la metacognición y la comprensión lectora en estudiantes universitarios de México y Colombia PDF Download

Author: Elda, Cerchiaro Ceballos
Publisher: Editorial Unimagdalena
ISBN: 9587460367
Category : Psychology
Languages : es
Pages : 140

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Book Description
El presente libro recoge el proceso de la investigación llevada a cabo y pretende poner en circulación entre la comunidad académica y científica los resultados obtenidos y llegar, de manera particular, a estudiantes de Psicología, docentes e investigadores interesados en la temática, como una herramienta didáctica que permita referenciar datos, revisar literatura relevante, elaborar ensayos científicos, despertar el interés en la formulación de nuevos proyectos y, en fin, generar el debate critico y propósito en torno a aspectos conceptuales o procedimentales referentes a este objeto de estudio y su abordaje.

Author: Alberto Cañas
Publisher: Springer
ISBN: 331945501X
Category : Education
Languages : en
Pages : 342

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Book Description
This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring.

Author: Anat Zohar
Publisher: Springer Science & Business Media
ISBN: 9400721323
Category : Science
Languages : en
Pages : 281

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Book Description
Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.

Author: Charis Psaltis
Publisher: Springer
ISBN: 3319546813
Category : Education
Languages : en
Pages : 389

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Book Description
This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.

Author: Mario Carretero
Publisher: Springer
ISBN: 1137529083
Category : History
Languages : en
Pages : 847

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Book Description
This volume comprises a broad interdisciplinary examination of the many different approaches by which contemporary scholars record our history. The editors provide a comprehensive overview through thirty-eight chapters divided into four parts: a) Historical Culture and Public Uses of History; b) The Appeal of the Nation in History Education of Postcolonial Societies; c) Reflections on History Learning and Teaching; d) Educational Resources: Curricula, Textbooks and New Media. This unique text integrates contributions of researchers from history, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focussing on how citizens and societies make sense of the past through different ways of representing it.

Author: Jörn Rüsen
Publisher: Berghahn Books
ISBN: 9781571814548
Category : History
Languages : en
Pages : 230

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Book Description
Presents 17 contributions written by an international group of historians addressing the intercultural dimension of historical theory. The editor's introduction discusses historical thinking as intercultural discourse and presents ten hypotheses that aim to define Western historical thinking. Scholars from Asia and Africa comment on his position in light of their own ideas about the sense and meaning of historical thinking. The volume wraps up with comments on the questions and issues raised by the authors and suggestions for the future of intercultural communication. Annotation copyrighted by Book News, Inc., Portland, OR

Author: Michael J. Beran
Publisher: OUP Oxford
ISBN: 0191634549
Category : Psychology
Languages : en
Pages : 364

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Book Description
Metacognition refers to the awareness an individual has of their own mental processes (also referred to as ' thinking about thinking'). In the past thirty years metacognition research has become a rapidly growing field of interdisciplinary research within the cognitive sciences. Just recently, there have been major changes in this field, stimulated by the controversial issues of metacognition in nonhuman animals and in early infancy. Consequently the question what defines a metacognitive process has become a matter of debate: how should one distinguish between simple minds that are not yet capable of any metacognitive processing, and minds with a more advanced architecture that exhibit such a capacity? Do nonhuman animals process the ability to monitor their own mental actions? If metacognition is unique to humans, then at what stage in development does it occur, and how can we distinguish between cognitive and metacognitive processes? The Foundations of Metacognition brings together leading cognitive scientists to consider these questions. It explores them from three different perspectives: from an evolutionary point of view the authors ask whether there is sufficient evidence that some non-human primates or other animals monitor their mental states and thereby exhibit a form of metacognition. From a developmental perspective the authors ask when children start to monitor, evaluate und control their own minds. And from a philosophical point of view the main issue is how to draw the line between cognitive and metacognitive processes, and how to integrate the different functions in which metacognition is involved into a single coherent picture of the mind. The foundations of metacognition - whatever they will turn out to be - have to be as complex as this pattern of connections we discover in its effects. Bringing together researchers from across the cognitive sciences, the book is valuable for philosophers of mind, developmental and comparative psychologists, and neuroscientists.

Author: Jonathan Bergmann
Publisher: International Society for Technology in Education
ISBN: 1564844684
Category : Education
Languages : en
Pages : 123

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Book Description
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

Author: Jane Haldimand Marcet
Publisher: Cambridge University Press
ISBN: 1108016839
Category : History
Languages : en
Pages : 414

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Book Description
Bright, humorous and engaging, Marcet's best-selling 1805 book was designed to introduce women to scientific ideas.

Author: Pablo Briñol
Publisher: Taylor & Francis
ISBN: 1135234094
Category : Psychology
Languages : en
Pages : 386

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Book Description
Metacognition refers to thinking about our own thinking. It has assumed a prominent role in social judgment because our thoughts about our thoughts can magnify, attenuate, or even reverse the impact of primary cognition. Metacognitive thoughts can also produce changes in thought, feeling, and behavior, and thus are critical for a complete understanding of human social behavior. The present volume presents the most important and advanced research areas in social psychology where the role of metacognition has been studied. Specifically, the chapters of this book are organized into four substantive content areas: Attitudes and Decision Making, Self and Identity, Experiential, and Interpersonal. Each section consists in several chapters summarizing much of the work done in recent decades on critical topics, such as attitude strength, persuasion, bias correction, self-regulation, subjective feelings, embodiment, and prejudice, among others. This book also emphasizes interpersonal aspects of metacognition as they play an essential role in close relationships, groups, consumer and clinical interactions. Each chapter is written by an expert in the field, and presents a state-of-the-art view of the many ways metacognition has been examined by social psychologists.