2011
DOI: 10.1007/978-94-007-2132-6_8
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The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education

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Cited by 46 publications
(41 citation statements)
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“…HCBL + MC students also used more chemistry understanding levels in their answers compared to the other two research groups. This benefit can be attributed to the fact that during the learning process, students in the HCBL + MC group monitored their answers based on chemistry understanding levels using domain-specific metacognitive prompts (Herscovitz et al, 2012;Kramarski & Mevarech, 2003). Although the articles' level of difficulty increased, the ability of the HCBL + MC students to provide high-quality answers and incorporate a variety of chemistry understanding levels in their answers increased.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
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“…HCBL + MC students also used more chemistry understanding levels in their answers compared to the other two research groups. This benefit can be attributed to the fact that during the learning process, students in the HCBL + MC group monitored their answers based on chemistry understanding levels using domain-specific metacognitive prompts (Herscovitz et al, 2012;Kramarski & Mevarech, 2003). Although the articles' level of difficulty increased, the ability of the HCBL + MC students to provide high-quality answers and incorporate a variety of chemistry understanding levels in their answers increased.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…Reading adapted scientific articles as part of a context-based approach helps students develop an understanding of scientific concepts, and how these concepts are connected to real-world problems (Dori, Tal, & Tsaushu, 2003;Hand et al, 2003;Herscovitz et al, 2012). In Finland, for example, scores on PISA Scientific Literacy Assessment, which assesses scientific reading, went up since their science curriculum started emphasising context-based approaches that include examples of health education, and life sciences in physics and chemistry (Lavonen & Laaksonen, 2009).…”
Section: Context-based Science and Reading Scientific Textsmentioning
confidence: 99%
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“…Teaching chemistry contributes to chemistry literacy in particular, and to scientific literacy in general (Shwartz et al, 2006b). To achieve the goal of educating chemically literate people, chemistry curricula have been recently and increasingly changed, in keeping with reforms of the other science subject curricula in many countries (Herscovitz, Kaberman, Saar, & Dori, 2012). The main goal of the new chemistry curriculum of Turkey is to educate people to be chemically literate.…”
Section: Introductionmentioning
confidence: 99%
“…For example, Shwartz et al [4] adopted the scientific literacy framework developed by Bybee [6] to measure levels of scientific literacy among Israeli high school students who were studying a reformed chemistry curriculum [7]. Chemistry curriculum has been recently and increasingly changed, in keeping with reforms of the other science subject curriculum in many countries to achieve the goal of educating chemically literate people [8]. According to Ministry Education and Culture of Indonesia [9], curriculum 2013 development aims to facing internal challenge such as more adequate education to forming human resources that have the competitiveness, competent and skilled.…”
Section: Introductionmentioning
confidence: 99%