Cognition, Metacognition, and Culture in STEM Education

Learning, Teaching and Assessment

  • Yehudit Judy Dori
  • Zemira R. Mevarech
  • Dale R. Baker

Part of the Innovations in Science Education and Technology book series (ISET, volume 24)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Yehudit Judy Dori, Zemira R. Mevarech, Dale R. Baker
    Pages 1-8
  3. Barbara A. Crawford, Daniel K. Capps
    Pages 9-32
  4. Shirly Avargil, Rea Lavi, Yehudit Judy Dori
    Pages 33-64
  5. Kent J. Crippen, Pavlo D. Antonenko
    Pages 89-116
  6. Senay Purzer, Tamara J. Moore, Emily Dringenberg
    Pages 167-190
  7. Niva Wengrowicz, Yehudit Judy Dori, Dov Dori
    Pages 191-216
  8. Adam R. Carberry, Dale R. Baker
    Pages 217-239
  9. M. Sencer Corlu, Kjeld Svidt, Dorina Gnaur, Rea Lavi, Oğuz Borat, M. Ali Çorlu
    Pages 241-259
  10. Zemira R. Mevarech, Lianghuo Fan
    Pages 261-278
  11. Cynthia O. Anhalt, Susan Staats, Ricardo Cortez, Marta Civil
    Pages 307-330
  12. Yehudit Judy Dori, Zemira R. Mevarech, Dale R. Baker
    Pages 331-352
  13. Back Matter
    Pages 353-380

About this book

Introduction

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 research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research.  

Keywords

Culturally relevant pedagogy Engineering education Learning technology Mathematics education Mathematics literacy Metacognitive strategies STEM cyberlearning STEM learning STEM teaching Science classrooms Science education Students' metacognitions Teachers' metacognition Technology education cognition in STEM metacognition in STEM culture in STEM active learning Common Core State Standards Critical thinking skills

Editors and affiliations

  • Yehudit Judy Dori
    • 1
  • Zemira R. Mevarech
    • 2
  • Dale R. Baker
    • 3
  1. 1.Faculty of Education in Science and TechnologyTechnionHaifaIsrael
  2. 2.David Yellin Academic College of EducationBar-Ilan UniversityJerusalemIsrael
  3. 3.Mary Lou Fulton Teachers College Educational Leadership and InnovationArizona State UniversityTempeUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-66659-4
  • Copyright Information Springer International Publishing AG 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-66657-0
  • Online ISBN 978-3-319-66659-4
  • Series Print ISSN 1873-1058
  • Series Online ISSN 2213-2236
  • About this book