Promoting Spontaneous Use of Learning and Reasoning Strategies

Theory, Research, and Practice for Effective Transfer
Herausgeber: Manalo, Emmanuel; Chinn, Clark A.; Uesaka, Yuri

• Broschiertes Buch

Produktbeschreibung

In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students' spontaneity in the use of learning and reasoning strategies.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 366
• Erscheinungstermin: 2. Oktober 2017
• Englisch
• Abmessung: 234mm x 156mm x 20mm
• Gewicht: 556g
• ISBN-13: 9781138680647
• ISBN-10: 1138680648
• Artikelnr.: 49437353

Autorenporträt

Emmanuel Manalo is a professor at the Graduate School of Education at Kyoto University, Japan. Yuri Uesaka is an assistant professor in the Division of Educational Psychology at the Graduate School of Education at the University of Tokyo, Japan. Clark Chinn is a professor in the Department of Educational Psychology at Rutgers University, USA.

Inhaltsangabe

Introduction (Emmanuel Manalo, Yuri Uesaka, & Clark Chinn)
Part 1: Theory
1. Eliciting and Building upon Student-Generated Solutions: Evidence from
Productive Failure (Manu Kapur, Ngan Hoe Lee, & June Lee)
2. Promoting Learners' Spontaneous Use of Effective Questioning:
Integrating Research Findings Inside and Outside of Japan (Yoshinori Oyama)
3. Learning from multiple documents: How can we foster multiple document
literacy skills in a sustainable way? (Marc Stadtler, Rainer Bromme, &
Jean-Francois Rouet)
4. How to Address Student's Lack of Spontaneity in Diagram Use: Eliciting
Educational Principles for the Promotion of Spontaneous Learning Strategy
Use in General (Yuri Uesaka & Emmanuel Manalo)
5. Obstacles to the Use of Learning Strategies after Training (and Some
Approaches to Overcome Them) (Christof Wecker & Andreas Hetmanek)
Part 2: Research
6. Second Language Vocabulary Learning: Are Students Cognitive Misers and,
If So, Why? (Emmanuel Manalo & Marcus Henning)
7. The Effect of Teaching Styles on Students' Learning Strategy Use and
Interest in Studying Science (Etsuko Tanaka)
8. Effects of Students' Perceptions of Test Value and Motivation for
Learning on Learning Strategy Use in Mathematics (Masayuki Suzuki & Yuan
Sun)
9. Applying Metacognition Theory to the Classroom: Decreasing Illusion of
Knowing to Promote Learning Strategy Use (Tatsushi Fukaya)
10. Preparatory Learning Behaviors for English as a Second Language
Learning: The Effects of Teachers' Teaching Behaviors During Classroom
Lessons (Keita Shinogaya)
11. Developing Regulation Strategies through Computer-Supported Knowledge
Building among Tertiary Students (Chunlin Lei & Carol Chan)
Part 3: Practice
12. Three Approaches to Promoting Spontaneous Use of Learning Strategies:
Bridging the Gap Between Research and School Practices (Shin'ichi Ichikawa,
Yuri Uesaka, & Emmanuel Manalo)
13. Coding Dosage of Teachers' Implementation of Activities Using ICAP: A
Video Analysis (Glenda S. Stump, Na Li, Seokmin Kang, David Yaghmourian,
Dongchen Xu, Joshua Adams, Katherine L. McEldoon, Matthew Lancaster, and
Michelene T. H. Chi)
14. Development and Improvement of a Learning Strategy Use Enhancement
Program: Use of Lesson Induction and Elaboration Strategies (Mikiko Seo,
Mengting Wang, Takeshi Ishizaki, Yuri Uesaka, & Shin'ichi Ichikawa)
15. Epistemic Design: Design to Promote Transferable Epistemic Growth in
the PRACCIS Project (Clark Chinn, Ravit Golan Duncan, & Ronald Rinehart)
16. Exploring the scope and boundaries of inquiry strategies: What do young
learners generalize from inquiry-based life science learning? (Ala
Samarapungavan, Jamison Wills, & Lynn Bryan)
17. PMC2E: Conceptual Representations to Promote Transfer (Cindy
Hmelo-Silver, Rebecca Jordan, Suparna Sinha, Yawen Yu, & Catherine
Eberbach)
18. Dude, Don't Start Without Me! Fostering Engagement with Others'
Mathematical Ideas (Noreen M. Webb, Megan L. Franke, Nicholas C. Johnson,
Angela C. Turrou, and Marsha Ing)
19. Supporting Teachers' Spontaneous Use of Talk Moves During Inquiry
Dialogue (Alina Reznitskaya, Ian A. G. Wilkinson, & Joseph Oyler)
Conclusion (Emmanuel Manalo, Yuri Uesaka, & Clark Chinn)