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Direct linkAdler, Idit; Zion, Michal; Rimerman-Shmueli, Esther – Journal of Science Teacher Education, 2019
This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and…
Descriptors: Reflective Teaching, Cues, Metacognition, Active Learning
Download full textVidergor, Hava E. – International Journal for Talent Development and Creativity, 2013
The study aimed at unfolding the personal creative characteristics of an educator in the field of gifted education, and examining creativity as expressed in childhood and its transformation into adulthood creative approach and outcomes. The study focused on Dr. Erika Landau, the pioneer of gifted education in Israel, an internationally renowned…
Descriptors: Case Studies, Creativity, Personality Traits, Academically Gifted
Zion, Michal; Schanin, Ilana; Shmueli, Ester Rimerman – Teachers and Teaching: Theory and Practice, 2013
The research goal of this study was to determine whether teachers who participated in an inquiry-based course were able to internalize a dynamic open inquiry process. This study focused on 25 science teachers who participated in an annual inquiry-based academic course. Several teaching tools helped teachers employ an open inquiry process. We…
Descriptors: Inquiry, Science Teachers, Teaching Methods, Science Instruction
Kramarski, Bracha; Friedman, Sheli – Journal of Educational Computing Research, 2014
The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based…
Descriptors: Metacognition, Prompting, Problem Solving, Mathematics Instruction
Peer reviewedKoch, Adina; Eckstein, Shulamith G. – International Journal of Science Education, 1991
Investigates the difficulties that college students (n=83) have in reading and comprehending physics texts. Students were taught the skill of formulating clear questions on textual material. The strategy stimulated students' awareness of the difficulties in reading comprehension and could be used by students as a self-monitoring technique to…
Descriptors: Foreign Countries, Higher Education, Learning Strategies, Metacognition
