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Using ‘HOCS-Centered Learning’ as a Pathway to Promote Science Teachers' Metacognitive Development
15 references·0 citing·46 second hop
Using ‘HOCS-Centered Learning’ as a Pathway to Promote Science Teachers' Metacognitive Development (2006)Using ‘HOCS-Centered Learning’ as a Pathw…The National Science Education Standards (2013)The National Science Educatio…Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students (2002)Algorithmic, LOCS and HOCS (c…What Does it Mean to Say a School is Doing Well? (2001)What Does it Mean to Say a Sc…Teaching Tomorrow's College Science Courses--Are We Getting It Right?. (2000)Teaching Tomorrow's College S…Environmental chemistry: The disciplinary/correction-transdisciplinary/prevention paradigm shift (2000)Environmental chemistry: The …Peer Learning and Assessment (1999)Peer Learning and AssessmentAre lecture and learning compatible? Maybe for LOCS: Unlikely for HOCS (1993)Are lecture and learning comp…Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon (1989)Rocky Roads to Transfer: Reth…The remedial status of student questioning (1988)The remedial status of studen…Constraints on question asking in classrooms. (1988)Constraints on question askin…Cognitive Knowledge and Executive Control: Metacognition (1982)Cognitive Knowledge and Execu…The Correspondence between Teacher Questions and Student Answers in Classroom Discourse (1980)The Correspondence between Te…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…The Journal of College Science Teaching (1971)The Journal of College Scienc…The Use of Questions in Teaching (1970)The Use of Questions in Teach…Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies (2003)Metacognition (2014)Pembelajaran Inovatif Abad Ke-21 (2019)The language of the classroom (1963)Studies in cognitive growth (1966)Educational Administration and Supervision (1981)Student and teacher questioning during conversations about science (2001)Learning from and responding to students' questions: The authoritative and dialogic tension (2009)Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2011)Contingency, Irony, and Solidarity (1989)Enhancing learning through self-assessment (1996)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Peer feedback: the learning element of peer assessment (2006)58. Contingency, Irony and Solidarity (2015)Engagement through partnership: students as partners in learning and teaching in higher education (2016)Perception in chess (1973)Mind in Society: The Development of Higher Psychological Processes (1978)The Psychology of Literacy (1981)Implication of Research on Teacher Belief (1992)Toward a design theory of problem solving (2000)Problem-Based Learning: What and How Do Students Learn? (2004)Forms of Understanding and the Future of Educational Research (1993)Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension (2007)Rethinking Alternative Education to Break the Cycle of Educational Inequality and Inequity (2008)Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21 st century curriculum (2011)Taxonomy of Educational Objectives. Handbook I: Cognitive Domain (1966)Taxonomy of Educational Objectives. Handbook I: Cognitive Domain (1966)Analyzing Teaching Behavior (1971)A Meta-Analysis of Experimental Research on Teacher Questioning Behavior (1981)Student-generated questions: A meaningful aspect of learning in science (2002)The social construction of literacy (2006)National Science Education Standards (1995)How literacy in its fundamental sense is central to scientific literacy (2003)The laboratory in science education: Foundations for the twenty‐first century (2003)A conceptual framework for integrated STEM education (2016)The Complexity of Chemistry and Implications for Teaching (1998)Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009)Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge (2011)The Role of Goal Orientation in Self-Regulated Learning (2000)Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance (2007)Implications for educational practice of the science of learning and development (2019)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature (2004)Matters of care in technoscience: Assembling neglected things (2010)
this work references cited by second hop

References

  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 1971The Journal of College Science Teaching3,332 cited
  • 2013The National Science Education Standards2,877 cited
  • 1989Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon1,119 cited
  • 1999Peer Learning and Assessment1,034 cited
  • 1970The Use of Questions in Teaching410 cited
  • 1993Are lecture and learning compatible? Maybe for LOCS: Unlikely for HOCS244 cited
  • 1988The remedial status of student questioning235 cited
  • 1982Cognitive Knowledge and Executive Control: Metacognition208 cited
  • 2001What Does it Mean to Say a School is Doing Well?170 cited
  • 1988Constraints on question asking in classrooms.119 cited
  • 2002Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students117 cited
  • 2000Teaching Tomorrow's College Science Courses--Are We Getting It Right?.72 cited
  • 1980The Correspondence between Teacher Questions and Student Answers in Classroom Discourse58 cited
  • 2000Environmental chemistry: The disciplinary/correction-transdisciplinary/prevention paradigm shift11 cited

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