Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3254
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dc.contributor.authorEldar, Osnat
dc.contributor.authorEylon, Bat-Sheva
dc.contributor.authorRonen, Miky
dc.date.accessioned2020-01-09T11:21:45Z
dc.date.accessioned2020-01-09T16:46:46Z-
dc.date.available2020-01-09T11:21:45Z
dc.date.available2020-01-09T16:46:46Z-
dc.date.issued2008-06
dc.identifier.citationEldar, O., Eylon, B., & Ronen, M. (2008). A Metacognitive Strategy for Training Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 25-26). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.3.25
dc.identifier.urihttps://repository.isls.org//handle/1/3254-
dc.description.abstractInstructional models for pre-service teachers usually are split between content courses and pedagogical courses and the learners are expected to develop the pedagogical content knowledge (PCK) on their own during their practical experience in teaching. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study investigated how the use of metacognitive strategies, in a pre-service content course, contributes to the learning of content and pedagogy.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleA Metacognitive Strategy for Training Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Scienceen_US
dc.typePostersen_US
Appears in Collections:ICLS 2008

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