Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge - Image 1

£53.00

VDM Verlag Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge

Name: Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge
Brand: VDM Verlag
Price: 53.0 GBP
Availability: InStock

Education

It has never been this cheap. We have no record of a lower price.

£53 today · cheaper than every other day in the last 3 months

NEW HERE?

Amazon shows you one price. We show you all of them.

Tosheroon watches Amazon prices so you don't have to. Every product on Amazon has a price history — we make it visible. Set the price you'd actually pay, and we'll email you the second it gets there. No app, no account, one email.

WHAT'S ON THIS PAGE

↓ Price chart
when this has been cheap or pricey

↓ Forecast
where the price is heading next

↓ Statistics
all-time high & low, recent range

↑ Price alert
name your number, we'll email you

Price History & Forecast

Grey patches = out of stock. Cheaper = lower on the chart. Hover for exact prices.

Last 69 days · 69 data points (no recent data)

Historical

Generating forecast…

Price Distribution

Price distribution over 69 days • 1 price levels

Days at Price

Price Analysis

Most common price: £53 (69 days, 100.0%)

Price range: £53 - £53

Price levels: 1 different prices over 69 days

Description

How effective is a developmental intervention to teach the nature of science using metacognitive prompts embedded in an inquiry unit? Eighty-eight eighth grade students from four classrooms were randomly assigned to an experimental and a control group to explore this problem. All participants were asked to respond to a number of pre- and post-tests and were interviewed to explore problem solving techniques and shared experiences between the groups. Results showed significant gains in content knowledge and nature of science knowledge of the experimental group over the control group. Qualitative findings revealed that students in the control group reported valuing authority over evidence, while the experimental group reported that they depended on consensus of their group on the interpretation of the evidence rather than authority, which is more closely aligned to the aspects of the nature of science. Metacognitive prompts may have implications as a useful classroom tool in guiding students to check their thinking for alignment to scientific thinking.

Product Specifications

Brand: VDM Verlag
Format: paperback
ASIN: 3639147030
Category: Books > Subjects > Science, Nature & Maths > Education
Domain: Amazon UK
Release Date: 29 April 2009
Listed Since: 05 May 2009

Barcode

No barcode data available

VDM Verlag Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge

It has never been this cheap. We have no record of a lower price.

Price History & Forecast

Price Distribution

Price Analysis

Description

Product Specifications

Barcode

Similar Products You Might Like

A Science Teacher's Conceptions About the Nature of Science: A Life History Approach

Teaching as Inquiry: A Case of Prospective Science Teachers

Teaching Science in Elementary and Middle School Classrooms: A Project-Based Approach

Contemporary Science Teaching Approaches: Promoting Conceptual Understanding in Science

Reconceptualizing the Nature of Science for Science Education: Scientific Knowledge, Practices and Other Family Categories: 43 (Contemporary Trends and Issues in Science Education, 43)

Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students

Enacting Inquiry-Based Science Curricula: A Comprehensive Middle-School Study

Conceptions of scientific inquiry relative to instructional practices: South African Grade 11 learners’ and teachers’ conceptions of scientific inquiry in relation to instructional practices

Improving Teachers' and Students' Nature of Science Conceptions: Using Reading and Writing Activities to Reflect on the Nature of Science

Exploration and Meaning Making in the Learning of Science: 18 (Innovations in Science Education and Technology, 18)

Teacher Beliefs about Science Education: A Study to Inform Professional Development Initiatives

Developing, Assessing, and Sustaining Inquiry-Based Instruction: A Guide for Math and Science Teachers and Leaders

Logic of Scientific Inquiry: Integrating Research Design in Education: The analysis provides an in-depth look and critical examination of methods within education research studies

Investigating Science Teachers? Beliefs about Science and Teaching: Struggles in Implementing Science Education Reform in Saudi Arabia

Exploring Preservice Science Teachers’ Views on Nature of Science: Development of Science Teachers’ Views on NOS in Inquiry-based Laboratory Instruction

Science and Society in the Classroom: Using Sociocultural Perspectives to Develop Science Education

Pensamiento científico en la enseñanza de la Física: Desarrollo del pensamiento científico en actividades de investigación en física

Active Learning in College Science: The Case for Evidence-Based Practice

ENSEÑAR CIENCIAS NATURALES MEDIANTE INDAGACIÓN: EN LA ESCUELA PRIMARIA

Cognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics: A Case Study Using Action Research (Springerbriefs in Education)

The Dilemma of Guidance: An Exploration of Scientific Inquiry Teaching

Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment: 24 (Innovations in Science Education and Technology, 24)

Writing instructional texts in science: Evaluating the effectiveness of design principles in a second language context

The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education: 19 (Contemporary Trends and Issues in Science Education, 19)