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dc.contributor.authorHurme, Tarja-Riitta
dc.contributor.authorJärvelä, Sanna
dc.contributor.authorMerenluoto, Kaarina
dc.contributor.authorSalonen, Pekka
dc.date.accessioned2020-01-09T11:21:49Z
dc.date.accessioned2020-01-09T16:46:55Z-
dc.date.available2020-01-09T11:21:49Z
dc.date.available2020-01-09T16:46:55Z-
dc.date.issued2008-06
dc.identifier.citationHurme, T., Järvelä, S., Merenluoto, K., & Salonen, P. (2008). How learners share and construct metacognition in social interaction?. 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. 41-42). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.3.41
dc.identifier.urihttps://repository.isls.org//handle/1/3282-
dc.description.abstractThe aim of this exploratory study was to examine how the six matched triads of pre-service teachers share and construct metacognition in mathematical problem solving in WorkMates learning environment having or having not a stimulated recall group interview. More specifically, we examined socially shared metacognition and we performed the qualitative content analysis of the discussion forum data from metacognition point of view. The results showed metacognition becoming shared and metacognition becoming visible but not shared in discussions.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleHow learners share and construct metacognition in social interaction?en_US
dc.typePostersen_US
Appears in Collections:ICLS 2008

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