Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου, Ανδρέας; Spanoudis, George; Mouyi, Antigoni

doi:10.1007/s10648-011-9178-3

Cited by 88 publications

(80 citation statements)

References 210 publications

(248 reference statements)

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“…Thinking skills, or the ways in which people reason to solve problems, are considered essential to effective learning (Adey et al 2007;Demetriou et al 2011). According to Fisher (2005), they are habits of intelligent behaviour which can be learned by practice.…”

Section: Visual Reasoningmentioning

confidence: 99%

The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

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The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition (N = 256) in Finland. The pupils were sixth-graders with an average age of 12 years 6 months. Autonomy experience, as measured by the Relative Autonomy Index (RAI), had an effect on how the pupils liked learning science both at school and in a science centre context. The more autonomous that students feel, the more likely it is that they have intrinsic motivation in learning science. The RAI also predicted momentary situational motivation. The most important enhancer of situation motivation was liking science learning at school, but this was true only among boys; nevertheless, in general, girls were somewhat more motivated by the science exhibition than boys. There was no gap between boys and girls in postknowledge testing, suggesting that girls benefitted more from the science centre learning experience than boys. Although gender differences in the knowledge tests leveled, students having higher reasoning ability, measured by Raven, gained more from the exhibition than the others. Post-knowledge was explained most by pre-knowledge, but the overall substantial learning results were enhanced directly and indirectly by the motivational factors. The practical implication for the science centres is to offer both teachers and pupils learning materials to be used before and after the visits.

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Section: Visual Reasoningmentioning

confidence: 99%

The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

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“…Montague-Smith and Price (2012) argue that educators "must learn to model actions, tools and language that will allow children access to the underlying mathematical concepts embedded in an activity" (p. 11). Demetriou, Spanoudis and Mouyi (2011) suggest that as young children grow they start to deal with increasingly more complex representations of their world, and that the emergence of language during their second year of life brings these representations into focus so that they can talk about, reflect upon and elaborate on these representations. DeLoache (2000) observes that at the age of three to four years, children start to differentiate these representations from each other and from the objects they represent.…”

Section: Young Children Developing Numeracy Conceptsmentioning

confidence: 99%

Kindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-based Learning

Chigeza

Sorin²

2016

AJTE

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“…personal, task-orientated and strategy-related metacognitive knowledge), are derived from perceptions and judgments of individuals regarding their interaction with the objects of knowledge. These perceptions are organized, recorded and stored in a structure called, by Demetriou and his colleagues, long-term hypercognitive system, indicating a specifi c type of memory: a metacognitive one (Demetriou, 1998;Demetriou, Spanoudis, & Mouyi, 2011).…”

Section: First Principle: All Knowledge About the Inner Processes Belmentioning

confidence: 99%

Self-reports on students' learning processes are academic metacognitive knowledge

Gomes¹,

Golino²

2014

Psicol. Reflex. Crit.

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The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK). We investigated, using Structural Equation Modeling (SEM), three hypotheses: (a) AMcK explains the variance of factor scores of students' learning approaches (SLA) and academic motivation (AM); (b) AMcK is distinct from working metacognition (WMC); and (c) AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA) variance. Two tests (indicators of WMC) and two scales (indicators of AMcK) were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted.

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Educating the Developing Mind: Towards an Overarching Paradigm

Cited by 88 publications

References 210 publications

The role of self-determination in informal and formal science learning contexts

The role of self-determination in informal and formal science learning contexts

Kindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-based Learning

Self-reports on students' learning processes are academic metacognitive knowledge

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