Sebanyak 460 item atau buku ditemukan

Informal Learning of Active Citizenship at School

An International Comparative Study in Seven European Countries

Active citizenship is an objective of schooling in an increasingly complex context, in which social cohesion of the multicultural society is a cause for growing societal concern. International co-operation between European countries and a growing heterogeneity of the (school) populations of most European countries have led to an increased interest in education for citizenship. The core question dealt with pertains to the role that schools can play in developing citizenship through formal and informal learning. Day-to-day school life is seen as a rich environment in which aspects of functioning in a democratic society and dynamic interplay with rules, leadership and peers with different backgrounds are experienced and form a source of learning. In this view the school context functions as a micro-cosmos to exercise “school citizenship” as a bridge to societal citizenship and state citizenship. The book brings together material from Cyprus, Denmark, England, Germany, Italy, Romania and The Netherlands.

The first factor, referring to citizenship competencies and values, can be seen as
resulting from (among other origins) the informal student activities and learning
ex- periences at school. The second factor, informalactivities and experiences at
school, represents situations in which students 'learn' certain citizenship
competencies. As such, these can be considered as mediating factors between
the competencies and values on the one hand, and the school context, in which
these ...

State-of-the-Art and Future Directions of Smart Learning

This book provides an archival forum for researchers, academics, practitioners and industry professionals interested and/or engaged in reforming teaching and learning methods by transforming today’s learning environments into smart learning environments. It will facilitate opportunities for discussions and constructive dialogue between various stakeholders on the limitations of current learning environments, the need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promoting best practices, which will lead to the evolution, design and implementation of smart learning environments. The focus of the contributions is on the interplay and fusion of pedagogy and technology to create these new environments. The components of this interplay include but are not limited to: Pedagogy: learning paradigms, assessment paradigms, social factors, policy Technology: emerging technologies, innovative uses of mature technologies, adoption, usability, standards, and emerging/new technological paradigms (open educational resources, cloud computing, etc.) Fusion of pedagogy and technology: transformation of curricula, transformation of teaching behavior, transformation of administration, best practices of infusion, piloting of new ideas.

The identification of appropriate papers was based upon a search for topics,
including but not limited to, metacognition, learning analytics, self-regulated
learning, metacognitive strategies, metacognitive awareness inventory (MAI), and
... However, it is clear that if learners receive feedback on their performance, they
may modify their self-assessments to be a more accurate reflection of their actual
knowledge levels; thereby, the correlation between 1 Influencing Metacognition
in a ...

Beyond Knowledge: The Legacy of Competence

Meaningful Computer-based Learning Environments

The edited and peer reviewed volume presents selected papers of the conference “Beyond knowlegde: the legacy of competence” organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning.

A positive correlation was found between the instructor's responses and students'
meta- cognitive thinking, demonstrating the importance of an instructor's
feedback in helping to produce an environment in which students would
experience learning through reflective and metacognitive processes. Our study
highlights the unique potential of online courses coupled with instructor-led
scaffolding to promote and study students' metacognitive reflections. The
uniqueness of the current ...

Autonomy in Second Language Learning: Managing the Resources

The present volume brings together papers devoted to the role of learner and teacher autonomy in the process of second and foreign language learning, which have been contributed by scholars from Poland and abroad. The book has been divided into three parts in accordance with the topics that the individual contributions touch upon. The first part includes papers dealing with different ways in which learner autonomy can be fostered and evaluated. The papers contained in Part Two are connected with the role of language learning strategies in the development of learner independence. Finally, Chapter Three focuses on developing teacher autonomy, which, in the opinion of many specialists, is indispensable if learner autonomy is to be promoted. Thanks to its wide-ranging focus, this edited collection will be of interest not only to second language learning specialists interested in the role of learner autonomy, but also to undergraduate, graduate and postgraduate students working on their BA, MA and PhD theses, as well as practitioners wishing to promote learner independence in their classrooms.

... a handful of empirical investigations. For instance, Akbari and Hosseini (2008)
explored the relationship between multiple intelligences and LLSs and found a
low correlation between them, which corresponds with the results of the study by
Hajhashemi, Ghombavani and Amirkhiz (2011), where a low positive correlation
between multiple intelligences and LLS was found, and where the highest
correlation was observed between metacognitive strategies and multiple
intelligences, ...

The Cognitive Neuroscience of Metacognition

Metacognition is the capacity to reflect upon and evaluate cognition and behaviour. Long of interest to philosophers and psychologists, metacognition has recently become the target of research in the cognitive neurosciences. By combining brain imaging, computational modeling, neuropsychology and insights from psychiatry, the present book offers a picture of the metacognitive functions of the brain. Chapters cover the definition and measurement of metacognition in humans and non-human animals, the computational underpinnings of metacognitive judgments the cognitive neuroscience of self-monitoring ranging from confidence to error-monitoring and neuropsychiatric studies of disorders of metacognition. This book provides an invaluable overview of a rapidly emerging and important field within cognitive neuroscience.

Although CR performed numerically better, they found no statistically significant
difference between groups for the amount of unconscious processing at the
subjective threshold or for the correlation between confidence rating and
accuracy. They also examined a different measure closely related to confidence-
accuracy correlations, type 2 d', and found no difference here either. Interestingly,
however, they did observe a negative correlation between risk aversion and type
2 d' and ...

Human Interface and the Management of Information. Information and Knowledge in Context

17th International Conference, HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings

The two-volume set LNCS 9172 and 9173 constitutes the refereed proceedings of the Human Interface and the Management of Information thematic track, held as part of the 17th International Conference on Human-Computer Interaction, HCII 2015, held in Los Angeles, CA, USA, in August 2015, jointly with 15 other thematically similar conferences. The total of 1462 papers and 246 posters presented at the HCII 2015 conferences were carefully reviewed and selected from 4843 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. This volume contains papers addressing the following major topics: context modelling and situational awareness; decision-support systems; information and interaction for driving; information and interaction for learning and education; information and interaction for culture and art; supporting work and collaboration; information and interaction for safety, security and reliability; information and interaction for novel advanced environments.

Metacognitive ability can be decomposed into three sub abilities: metacognitive
monitoring, control and knowledge. This study investigates correlation between
these sub abilities and score of map. The correlation presents, in learning with
KB map, which sub ability affect map score, that is, understanding of learner. The
result shows there is the correlation between metacognitive control and map
scores. From this result, it can be considered that Kb map helps learners to
monitoring ...

Exploring the Role of Strategic Intervention in Form-focused Instruction

The monograph is devoted to the notion of strategic intervention and its application in the foreign language classroom, in particular with reference to teaching grammar structures. The first four chapters, which are theoretical in nature, address such concepts as form-focused instruction, language learning strategies and strategies-based instruction. The last chapter provides insight into the results of a study investigating the grammar learning strategies employed by advanced learners of English. Additionally, the chapter presents the views of foreign language teachers on the idea of introducing strategy training in the foreign language classroom. The book closes with the discussion concerning the implementation of strategy training and its value in teaching target language grammar.

However, the results should be treated with caution since the number of
participants was small and the time allocated to the training may be considered
by some to have been insufficient. One of the few studies conducted in this field
in the Polish learning setting is the one by Kusiak (2001) who concentrated on
metacognitive strategy-based instruction among Polish secondary school ESL
learners. The aim was to examine the relation between increased metacognition
and reading ...

The International Handbook of Educational Research in the Asia-Pacific Region

The aim of the Handbook is to present readily accessible, but scholarly sources of information about educational research in the Asia-Pacific region. The scale and scope of the Handbook is such that the articles included in it provide substantive contributions to knowledge and understanding of education in the Asia region. In so doing, the articles present the problems and issues facing education in the region and the findings of research conducted within the region that contribute to the resolution of these problems and issues. Moreover, since new problems and issues are constantly arising, the articles in the Handbook also indicate the likely directions of future developments. The different articles within the Handbook seek to conceptualize the problems in each specific content area under review, provide an integration of the research conducted within that area, the theoretical basis of the research the practical implications of the research and the contribution of the research towards the resolution of the problems identified. Thus, the articles do not involve the reporting of newly conducted research, but rather require a synthesis of the research undertaken in a particular area, with reference to the research methods employed and the theoretical frameworks on which the research is based. In general, the articles do not advocate a single point of view, but rather, present alternative points of view and comment on the debate and disagreements associated with the conduct and findings of the research. Furthermore, it should be noted, that the Handbook is not concerned with research methodology, and only considers the methods employed in inquiry in so far as the particular methods of research contribute to the effective investigation of problems and issues that have arisen in the conduct and provision of education at different levels within the region.

A stronger relationship between metacognitive knowledge and reading
achievement was found in older readers when compared to younger readers.
Applying aspects of this work to English as second language learners in
Singapore, Wong and Chang (2002) and Zhang (1999, 2000) found significant
differences in metacognitive knowledge of good and poor readers. However,
there were no differences between students at the different grade levels in terms
of use of strategies (Wong ...

Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS

This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.​

Quantitative studies can investigate students' reading achievement, attitudes
towards reading and awareness of reading strategies by means of standardized
tests and questionnaires. Such studies serve the purpose of ... When readers are
strategic and reflective about their thinking and learning, they are said to be
utilizing metacognition skills, and in connection with reading the term
metacomprehension can be used (Gavelek and Raphael 1985, pp. 22–23;
Osman and Hannafin ...

The Factors Effecting Student Achievement

Meta-Analysis of Empirical Studies

This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Knowing when, where, and how to remember: A problem of metacognition. In R.
Glaser (Ed.), Advances ... Burić, I., & Sorić, I. (2012). The role of test hope and
hopelessness in self-regulated learning: Relations between volitional strategies,
cognitive appraisals and academic achievement. ... Caraher, P. J. (2010).
Teacher survey of the relationship between student self-regulation and
achievement among students with and without disabilities in an urban setting (
Doctoral dissertation).