The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self -regulatory efficacy
By Erin E. Peters. 2010
103 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/c6da515f31408e6a2a789cfb6d8f9cfb9d36a809
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Nader Wahbeh
- F. Abd‐El‐Khalick
- V. Akerson
- E. Peters-Burton
- Stephanie M. Stehle
- R. Khishfe
- Randy L. Bell
- Norman G. Lederman
In Education
- Nader Wahbeh
- F. Abd‐El‐Khalick
- V. Akerson
- E. Peters-Burton
- Stephanie M. Stehle
- R. Khishfe
- Randy L. Bell
- Norman G. Lederman
Citations in the corpus
- Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, background): “…2002; Yacoubian and BouJaoude 2010), teacher professional development (e.g., Morrison et al. 2009), learningas-conceptual change (e.g., Abd-El-Khalick and Akerson 2004), argumentation (McDonald 2010), and meta-cognitive strategies (Abd-El-Khalick and Akerson 2009; Peters and Kitsantas 2010).”
- The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science (2009, result): “This finding is corroborated by a recent study in which the current intervention (first presented in Abd‐El‐Khalick & Akerson, 2004b ) was adapted for use with eighth‐grade students (Peters, Kitsantas, Baek, & Bannan‐Ritland, 2007 ).”
- Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “…2003) and HPSS (e.g. Abd-El-Khalick, 2005; Irwin, 2000; Lin & Chen, 2002), metacognitive learning strategies (e.g. Abd-El-Khalick & Akerson, 2009; Peters & Kitsantas, 2010), and deploying a holistic NOS intervention from within a learning-asconceptual-change framework (e.g. Abd-El-Khalick &…”
- Developing student 21st Century skills in selected exemplary inclusive STEM high schools (2019, methodology): “A tangible way teachers can support student self-regulation is by using Zimmerman’s (1998) four-stage model of self-regulated learning support: modeling, emulation, self-control, and self-regulation (Peters, 2010).”