Overview
- Compares the research about cognition, metacognition and culture across STEM fields
- Collects many of the key researchers and most interesting studies in the four STEM domains
- Provides clear definitions of cognitive, metacognitive and cultural components in STEM education
Part of the book series: Innovations in Science Education and Technology (ISET, volume 24)
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Table of contents (16 chapters)
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Front Matter
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Back Matter
Keywords
- Culturally relevant pedagogy
- Engineering education
- Learning technology
- Mathematics education
- Mathematics literacy
- Metacognitive strategies
- STEM cyberlearning
- STEM learning
- STEM teaching
- Science classrooms
- Science education
- Students' metacognitions
- Teachers' metacognition
- Technology education
- cognition in STEM
- metacognition in STEM
- culture in STEM
- active learning
- Common Core State Standards
- Critical thinking skills
About this book
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries.
Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research.
Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Editors and Affiliations
About the editors
Bibliographic Information
Book Title: Cognition, Metacognition, and Culture in STEM Education
Book Subtitle: Learning, Teaching and Assessment
Editors: Yehudit Judy Dori, Zemira R. Mevarech, Dale R. Baker
Series Title: Innovations in Science Education and Technology
DOI: https://doi.org/10.1007/978-3-319-66659-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG 2018
Hardcover ISBN: 978-3-319-66657-0Published: 20 December 2017
Softcover ISBN: 978-3-319-88295-6Published: 09 September 2018
eBook ISBN: 978-3-319-66659-4Published: 01 December 2017
Series ISSN: 1873-1058
Series E-ISSN: 2213-2236
Edition Number: 1
Number of Pages: XII, 380
Number of Illustrations: 37 b/w illustrations
Topics: Science Education, Mathematics Education, Learning & Instruction, Engineering/Technology Education, Study and Learning Skills