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Cognition, Metacognition, and Culture in STEM Education
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 res...
Teaching Climate Change
Teaching Climate Change: Science, Stories, Justice shows educators how climate change can be taught from any disciplinary perspective and in a transdisciplinary way, drawing on examples from the author's own classroom. The book sets out a radical vision for climate pedagogy, introducing an innovative framework in which the scientific essentials of climate change are scaffolded via three transdisciplinary meta-concepts: Balance/Imbalance, Critical Thresholds and Complex Interconnections. Author Vandana Singh grounds this theory in practice, drawing on examples from her own classroom to provide implementable ideas for educators, and to demonstrate how climate change can be taught from any disc...
Proceedings of the International Conference on Education 2022 (ICE 2022)
This is an open access book. This conference proceeding constitutes a selection of the best papers from the International Conference on Education 2022, ICE 2022, held in Malang, Indonesia, in October 2022. This conference proceeding is a collection of research findings and viewpoints relating to education and any subject associated to the present trend of education. This trend is lead by the set of improvements and changes in the instructional, societal, and technological structures and processes towards the endeavor of accomplishing the goals. The conference proceeding also extends to compile the papers discussing the issues in relation to emerging technologies for educational context such as ethical issues, security and privacy, quality control, accreditation and sustainability issues, and cultural issues.
The Rise of Metacreativity
This book brings together history and theory in art and media to examine the effects of artificial intelligence and machine learning in culture, and reflects on the implications of delegating parts of the creative process to AI. In order to understand the complexity of authorship and originality in relation to creativity in contemporary times, Navas combines historical and theoretical premises from different areas of research in the arts, humanities, and social sciences to provide a rich historical and theoretical context that critically reflects on and questions the implications of artificial intelligence and machine learning as an integral part of creative production. As part of this, the ...
Information Technology
This book considers how the fundamental issues relating to the use of information technology in education, are being tackled across the world. Significantly it features international perspectives on the challenge that information and communications technology poses to teacher education; views of trainee teacher experiences with computers; insights into the ways in which communication technologies are being used to link teachers and students; consideration of the impact of change with information and communications technology; discussion of the roles of those involved in developing teacher education with information and communications techology at national, institutional and teacher levels. It contains the selected proceedings of the International Conference on Information technology: Supporting change through teacher education, sponsored by the International Federation for Information Processing, and held at Kiryat Anavim, Israel, in June/July 1996.
Teaching with a Social, Emotional, and Cultural Lens
Teaching with a Social, Emotional, and Cultural Lens goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice. The framework spells out the competencies, processes, and strategies that effective P-12 educators need to employ in order to build students’ social and emotional learning. The book is based on a decade of pioneering work by the Center for Reaching and Teaching the Whole Child at San José State University, building on the work of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and on research about effective teaching and learning and culturally responsive practices. Teaching with a Social, Emotional, and Cultural Lens serves as a critical roadmap for educators, whether they are university faculty searching for how to bring a social, emotional, and cultural lens into their methods or foundations course and field work experiences, or classroom teachers hoping to infuse critical skill building into the everyday academic learning that is the traditional focus of schools.
Handbook of Self-Regulation of Learning and Performance
Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapt...
Critical Maths for Innovative Societies
How can mathematics education foster development of the skills required by innovative societies? Mathematics education is heavily emphasized worldwide, but it is still considered to be a stumbling block for many students. While there is near consensus that mathematics problems appropriate for the twenty-first century should be complex, unfamiliar, and nonroutine (CUN), most of the textbooks still include mainly routine problems based on the application of ready-made algorithms. The time has come to introduce innovative instructional methods to enhance mathematics education and students' ability to solve CUN tasks. Metacognitive pedagogies, which explicitly train students to think about their thinking, can play a key role. These pedagogies can be used to improve not just academic achievement (for example, content knowledge and the ability to handle unfamiliar problems) but also affective outcomes such as anxiety and motivation. The strong relationship between metacognition and schooling outcomes has implications for both the education community and policymakers.
