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DC Field | Value | Language |
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dc.contributor.author | Eldar, Osnat | |
dc.contributor.author | Eylon, Bat-Sheva | |
dc.contributor.author | Ronen, Miky | |
dc.date.accessioned | 2020-01-09T11:21:45Z | |
dc.date.accessioned | 2020-01-09T16:46:46Z | - |
dc.date.available | 2020-01-09T11:21:45Z | |
dc.date.available | 2020-01-09T16:46:46Z | - |
dc.date.issued | 2008-06 | |
dc.identifier.citation | Eldar, 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.uri | https://doi.dx.org/10.22318/icls2008.3.25 | |
dc.identifier.uri | https://repository.isls.org//handle/1/3254 | - |
dc.description.abstract | Instructional 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.iso | en | en_US |
dc.publisher | International Society of the Learning Sciences, Inc. | en_US |
dc.title | A Metacognitive Strategy for Training Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science | en_US |
dc.type | Posters | en_US |
Appears in Collections: | ICLS 2008 |
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