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References

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Teaching for conceptual change: Using status as a metacognitive tool part of SERC Print Resource Collection
Research into students' conception often presents those conceptions as problematic for the teacher, something to be exposed and then overcome through instruction. This article argues for a different ...

Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusions part of SERC Print Resource Collection
This is a study about students', scientists' and adult non-scientists' evaluations of the validity of conclusions drawn from field ecology observations. The scientists are more likely to rate the ...

Differences in learning and study strategies between high and low achieving university students: A Hong Kong study part of SERC Print Resource Collection
Abstract: This study aims to investigate the differences between high and low academic achieving Hong Kong University students in terms of learning and study strategies. A total of 180 Hong Kong ...

Enhancing Thinking Skills in the Sciences and Mathematics part of SERC Print Resource Collection
In recent years national and international reports have been issued that speak of the sad state of the educational system in the United States and the desperate need for reform in teaching science ...

A Theoretical Framework and Approach for Fostering Metacognitive Development part of SERC Print Resource Collection
Abstract: This article provides an overview of our work on the nature of metacognitive knowledge, its relationship to learning through inquiry, and technologies that can be used to foster and assess ...

Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer part of SERC Print Resource Collection
Discusses why experts from different areas of the learning sciences conclude that higher education's primary goals--enhancing long-term retention and the transfer of knowledge--depend on educators ...

Applying the Science of Learning to the University and Beyond: New Directions for Teaching and Learning part of SERC Print Resource Collection
From the publisher's website: It is sadly true that most of the way we teach and learn is uninformed by laboratory findings in human cognition. Although researchers have made considerable progress in ...

Thought and Knowledge: An Introduction to Critical Thinking part of SERC Print Resource Collection
This textbook applies theory and research from the learning sciences to teach students the thinking skills they need to succeed in today's world. This new edition retains features from earlier ...

Critical Thinking across the Curriculum: A Brief Edition of Thought and Knowledge part of SERC Print Resource Collection
This book, an abridged version of the author's best-selling text, Thought and Knowledge, will be useful as a companion in any course where critical thinking is emphasized or valued, or as a brief ...

An Effective Metacognitive Strategy: Learning by Doing and Explaining with a Computer-Based Cognitive Tutor part of SERC Print Resource Collection
Recent studies have shown that self-explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments ...