A practical approach to supporting science and engineering students with self-regulated learning:
Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monito...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge ; New York
Cambridge University Press
2023
|
| Schlagworte: | |
| Online-Zugang: | DE-12 DE-473 Volltext |
| Zusammenfassung: | Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and reflection on their performance of science and engineering practices. It models ways teachers can support effective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning |
| Beschreibung: | 1 Online-Ressource (xi, 266 Seiten) Illustrationen |
| ISBN: | 9781009103800 |
| DOI: | 10.1017/9781009103800 |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV049731519 | ||
| 003 | DE-604 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 240605s2023 |||| o||u| ||||||eng d | ||
| 020 | |a 9781009103800 |c Online |9 978-1-009-10380-0 | ||
| 024 | 7 | |a 10.1017/9781009103800 |2 doi | |
| 035 | |a (ZDB-20-CBO)CR9781009103800 | ||
| 035 | |a (OCoLC)1437869327 | ||
| 035 | |a (DE-599)BVBBV049731519 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-12 |a DE-473 | ||
| 082 | 0 | |a 507.1/2 | |
| 100 | 1 | |a Peters-Burton, Erin |e Verfasser |0 (DE-588)1286262100 |4 aut | |
| 245 | 1 | 0 | |a A practical approach to supporting science and engineering students with self-regulated learning |c Erin E. Peters-Burton, George Mason University |
| 264 | 1 | |a Cambridge ; New York |b Cambridge University Press |c 2023 | |
| 300 | |a 1 Online-Ressource (xi, 266 Seiten) |b Illustrationen | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 520 | |a Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and reflection on their performance of science and engineering practices. It models ways teachers can support effective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning | ||
| 650 | 4 | |a Science / Study and teaching (Secondary) | |
| 650 | 4 | |a Engineering / Study and teaching (Secondary) | |
| 650 | 4 | |a Self-managed learning | |
| 650 | 4 | |a Self-culture | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe, Hardcover |z 978-1-009-10001-4 |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe, Paperback |z 978-1-009-10827-0 |
| 856 | 4 | 0 | |u https://doi.org/10.1017/9781009103800 |x Verlag |z URL des Erstveröffentlichers |3 Volltext |
| 912 | |a ZDB-20-CBO | ||
| 966 | e | |u https://doi.org/10.1017/9781009103800 |l DE-12 |p ZDB-20-CBO |q BSB_PDA_CBO |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1017/9781009103800 |l DE-473 |p ZDB-20-CBO |q UBG_PDA_CBO |x Verlag |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1805082607859269632 |
|---|---|
| adam_text | |
| any_adam_object | |
| author | Peters-Burton, Erin |
| author_GND | (DE-588)1286262100 |
| author_facet | Peters-Burton, Erin |
| author_role | aut |
| author_sort | Peters-Burton, Erin |
| author_variant | e p b epb |
| building | Verbundindex |
| bvnumber | BV049731519 |
| collection | ZDB-20-CBO |
| ctrlnum | (ZDB-20-CBO)CR9781009103800 (OCoLC)1437869327 (DE-599)BVBBV049731519 |
| dewey-full | 507.1/2 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1/2 |
| dewey-search | 507.1/2 |
| dewey-sort | 3507.1 12 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
| doi_str_mv | 10.1017/9781009103800 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nmm a2200000zc 4500</leader><controlfield tag="001">BV049731519</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">240605s2023 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781009103800</subfield><subfield code="c">Online</subfield><subfield code="9">978-1-009-10380-0</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1017/9781009103800</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-20-CBO)CR9781009103800</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1437869327</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV049731519</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-12</subfield><subfield code="a">DE-473</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">507.1/2</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Peters-Burton, Erin</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)1286262100</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">A practical approach to supporting science and engineering students with self-regulated learning</subfield><subfield code="c">Erin E. Peters-Burton, George Mason University</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cambridge ; New York</subfield><subfield code="b">Cambridge University Press</subfield><subfield code="c">2023</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (xi, 266 Seiten)</subfield><subfield code="b">Illustrationen</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and reflection on their performance of science and engineering practices. It models ways teachers can support effective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Science / Study and teaching (Secondary)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Engineering / Study and teaching (Secondary)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Self-managed learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Self-culture</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe, Hardcover</subfield><subfield code="z">978-1-009-10001-4</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe, Paperback</subfield><subfield code="z">978-1-009-10827-0</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1017/9781009103800</subfield><subfield code="x">Verlag</subfield><subfield code="z">URL des Erstveröffentlichers</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-20-CBO</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1017/9781009103800</subfield><subfield code="l">DE-12</subfield><subfield code="p">ZDB-20-CBO</subfield><subfield code="q">BSB_PDA_CBO</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1017/9781009103800</subfield><subfield code="l">DE-473</subfield><subfield code="p">ZDB-20-CBO</subfield><subfield code="q">UBG_PDA_CBO</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV049731519 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-20T07:35:22Z |
| institution | BVB |
| isbn | 9781009103800 |
| language | English |
| oclc_num | 1437869327 |
| open_access_boolean | |
| owner | DE-12 DE-473 DE-BY-UBG |
| owner_facet | DE-12 DE-473 DE-BY-UBG |
| physical | 1 Online-Ressource (xi, 266 Seiten) Illustrationen |
| psigel | ZDB-20-CBO ZDB-20-CBO BSB_PDA_CBO ZDB-20-CBO UBG_PDA_CBO |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | Cambridge University Press |
| record_format | marc |
| spelling | Peters-Burton, Erin Verfasser (DE-588)1286262100 aut A practical approach to supporting science and engineering students with self-regulated learning Erin E. Peters-Burton, George Mason University Cambridge ; New York Cambridge University Press 2023 1 Online-Ressource (xi, 266 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and reflection on their performance of science and engineering practices. It models ways teachers can support effective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning Science / Study and teaching (Secondary) Engineering / Study and teaching (Secondary) Self-managed learning Self-culture Erscheint auch als Druck-Ausgabe, Hardcover 978-1-009-10001-4 Erscheint auch als Druck-Ausgabe, Paperback 978-1-009-10827-0 https://doi.org/10.1017/9781009103800 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Peters-Burton, Erin A practical approach to supporting science and engineering students with self-regulated learning Science / Study and teaching (Secondary) Engineering / Study and teaching (Secondary) Self-managed learning Self-culture |
| title | A practical approach to supporting science and engineering students with self-regulated learning |
| title_auth | A practical approach to supporting science and engineering students with self-regulated learning |
| title_exact_search | A practical approach to supporting science and engineering students with self-regulated learning |
| title_full | A practical approach to supporting science and engineering students with self-regulated learning Erin E. Peters-Burton, George Mason University |
| title_fullStr | A practical approach to supporting science and engineering students with self-regulated learning Erin E. Peters-Burton, George Mason University |
| title_full_unstemmed | A practical approach to supporting science and engineering students with self-regulated learning Erin E. Peters-Burton, George Mason University |
| title_short | A practical approach to supporting science and engineering students with self-regulated learning |
| title_sort | a practical approach to supporting science and engineering students with self regulated learning |
| topic | Science / Study and teaching (Secondary) Engineering / Study and teaching (Secondary) Self-managed learning Self-culture |
| topic_facet | Science / Study and teaching (Secondary) Engineering / Study and teaching (Secondary) Self-managed learning Self-culture |
| url | https://doi.org/10.1017/9781009103800 |
| work_keys_str_mv | AT petersburtonerin apracticalapproachtosupportingscienceandengineeringstudentswithselfregulatedlearning |