Knowledge: Structures and Processes.

By Gregory Schraw. 2006

147 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9f4dcd09bacd04baa6b048d12f2743de4f972d1e

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice (2016, background): “As ‘expertise develops slowly and can be characterised by a large integrated knowledge base’ (Shraw, 2006, p. 259), we recruited senior academics and scholars with significant experience over time of advanced methods teaching at a postgraduate level whose expertise was marked by peer-recommendation…”
Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education (2017, methodology): “They guide a person step by step through a problem-solving process, such as (a) identifying a problem, (b) representing a problem, (c) selecting a strategy, (d) implementing the strategy, and (e) evaluating the results (Feucht, 2010b; Schraw, 2006).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “…that many of the different forms of knowledge, beliefs, and attitudes activated through task analysis are important for understanding students’ engagement, learning, and academic achievement (Burnette et al. 2013; Linnenbrink-Garcia and Patall 2016; Muis 2007; Schraw 2006; Sinatra et al. 2014).”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “…strategic importance to our research program warrant particular note (Berliner 1994 , 2001 ; Besser and Krauss 2009 ; Bransford et al. 2006 ; Bromme 2008 ; Palmer et al. 2005 ; Shraw 2006 ): – Professional knowledge is domain specifi c and dependent on learning opportunities and formal education.”