Pre-Service Teachers’ Cognitive and Metacognitive Processes in Integrated STEM Modeling Activity-Reference-Cited by-同舟云学术

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Pre-Service Teachers’ Cognitive and Metacognitive Processes in Integrated STEM Modeling Activity

Published:2020-12-21 Issue: Volume: Page:
ISSN:2149-214X
Container-title:Journal of Education in Science, Environment and Health
language:
Short-container-title:

Author:

KANDEMİR Mehmet,KARADENİZ İlyas

Publisher

ISRES Publishing

Subject

General Medicine

Reference132 articles.

1. Ang, K. C. (2015). Mathematical modelling in Singapore schools: A framework for instruction. In N. H. Lee & D. K. E. Ng (Eds.), Mathematical modelling: From theory to practice (pp. 57-72). Singapore: National Institute of Education.

2. Artzt, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137-175. doi:10.1207/s1532690xci0902_3

3. Azevedo, R. (2005). Computer environments as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), 193-197.

4. Bal, A. P., & Doğanay, A. (2014). Improving primary school prospective teachers' understanding of the mathematics modeling process. Educational Sciences: Theory & Practice, 14(4), 1375-1384.

5. Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26, 61–79.

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Pre-Service Teachers' Cognition of STEM via 4IR Cognitive Principles;Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond;2023-05-05

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