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. Schraw, G., Crippen, K., & Hartley K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. 28. Schraw, G. & Dennıson, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology , 19(4), 460-475. 29. Schunk, D. H. (2009). Learning theories . Ankara: Nobel Publishing. 30. Teffer, K., & Semendeferi, K. (2012). Human prefrontal cortex: evolution, development, and pathology. Brain, 195, 191–218. 31. Whitebread, D., & Pino Pasternak, D

References 1. Acar, T. (2006). Sato uyarı indeksleri ile madde ve başarı analizleri. Retrieved from http://www.parantezegitim.net/hakkimizda/Sato-TulinACAR.pdf 2. Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability study of the Turkish version of the Metacognitive Awareness Inventory. Educational Science: Theory & Practice, 7 (2), 671-678. 3. American Psychological Association (1997). Learner-centered psychological principles: A framework for school reform and redesign. Retrieved from http

. Murray, Language Comprehension Ability: One of Two Essential Components of Reading Comprehension, Milne Publishing Library, https://milnepublishing.geneseo.edu/steps-to-success/chapter/4-language-comprehension-ability-one-of-two-essential-components-of-reading-comprehension/ [6] Ibid. [7] Koudier Mokhtari, Carla A. Reichard, Assesing Students’ Metacognitive Awareness of Reading Strategies, Journal of Educational Psychology, vol. 94, no.2, pp. 249-259, 2002. [8] Ibid. [9] Teodora Maria Creangă, A Reflective Approach to Teaching English as a Foreign Language, Cluj

: 10.3200/GENP.132.4.329-334 Palinscar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117-175. Salataci, R. &Akyel, A. (2002). Strategy training in L1 and L2 reading, Reading in a Foreign Language, 14(1), 1-17. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness, Contemporary Educational Psychology, 19, 460-475, doi: 10.1006/ceps.1994.1033 Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition

. Journal of Science Education and Technology, 20, 750–760. http://dx.doi.org/10.1007/s10956-010-9268-x Dwyer, S. (2009). Moral dumb founding and the linguistic analogy: Methodological implications for the study of moral judgment. Mind & Language, 24 (3), 274–296. Ferda Bedel, E. (2012). An examination of locus of control, epistemological beliefs and metacognitive awareness in preservice early childhood teachers. Educational Sciences: Theory & Practice, 3051-3060. Gibbs, J. C. (2013). Moral development and reality: Beyond the theories of Kohlberg, Hoffman, and Haidt

. de Bos, K. (2014). The effectiveness of early foreign language learning in the Netherlands. SSLLT , 4 (3), 409–418. https://doi.org/10.14746/ssllt.2014.4.3.2 Hogan-Brun, G. (2017). Linguanomics: What is the market potential of multilingualism? Bloomsbury. Larson-Hall, J. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research , 24 (1), 35–63. https://doi.org/10.1177/0267658307082981 Mačianskienė, N., & Bijeikienė V. (2019). Metacognitive awareness as the basis of learner

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associated. In this issue three articles provide interesting conceptual and / or empirical materials, that are focused on the need to develop integrated skills, which involve mental, social, psychological, moral, spiritual, physiological aspects. Authors of such articles discuss about the metacognitive awareness at university, integration of foreign language teaching and sustainable development competence, and charisma of social workers. 10.2478 /vtrr-2018-0001 Vocational Training: Research and Realities, Vol. 29, No. 1, 2018 2 Vocational education and

, 80(3), 401-436. Rivoltella, P. C. (2012). Neurodidattica. Insegnare al cervello che apprende. Milano: Raffaello Cortina Editore. Scheerens, J., Hendriks, M. (2014). State of the art of time effectiveness. In Effectiveness of time investments in education (pp. 7-29). Springer International Publishing. Schraw, G., Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4) 460-475. Scrinber, S. (1997). Mind and Social Practice. Cambridge: Cambridge University Press. Semeraro, R. (2014). L’analisi qualitativa dei dati di

0034325 Van Droogenbroeck, F., & Spruyt, B. (2015). Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey. Teaching and Teacher Education, 51 , 88-100. https://dx.doi.org/10.1016/j.tate.2015.06.006 Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25 , 68-81. https://dx.doi.org/10.1006/ceps.1999.1015 Xu, J. (2017) The mediating effect of listening metacognitive awareness between test-taking motivation and

instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15 (1), 95-115. Baylor, A. L. (2002). Expanding preservice teachers’ metacognitive awareness of instructional planning through pedagogical agents. Educational Technology Research & Development, 50 (2), 5-22. Baylor, A. L., Shen, E., & Huang, X. (2003). Which pedagogical agent do learners choose? The effects of gender and ethnicity. In Richards, G. (Ed.), Proceedings of World conference on e-learning in corporate government healthcare & higher education 2003 (pp