Relevant bibliographies by topics / Metacognitive Skills in Chemistry

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Metacognitive Skills in Chemistry'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Metacognitive Skills in Chemistry"

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Samuel, Naomi N. C., and Ifeoma G. Okonkwo. "Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria." Education Research International 2021 (August 7, 2021): 1–7. http://dx.doi.org/10.1155/2021/6698808.

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This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of ch
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Temel, Senar. "PROSPECTIVE CHEMISTRY TEACHERS’ PROBLEM SOLVING ACHIEVEMENT ACCORDING TO THEIR LEVELS OF METACOGNITIVE SKILLS." Problems of Education in the 21st Century 51, no. 1 (2013): 126–31. http://dx.doi.org/10.33225/pec/13.51.126.

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This research aims at analysing how prospective teachers’ levels of metacognitive skills influence their problem solving achievement. The research was conducted with the participation of the 32 prospective teachers attending the Department of Chemistry Education of the Education Faculty of Hacettepe University and enrolled in Inorganic chemistry course in the 2010-2011 academic year. Metacognitive Activities Inventory, MCA-I and Chemical Bonding Achievement Test, CBAT were used as the tools of data collection. Descriptive statistics as well as one-way ANOVA were employed in the analysis of the
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Sen, Senol. "The effect of different metacognitive skill levels on preservice chemistry teachers' motivation." Cypriot Journal of Educational Sciences 11, no. 3 (2016): 136. http://dx.doi.org/10.18844/cjes.v11i3.694.

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The purpose of this study was to determine the metacognitive skill levels and motivation of preservice chemistry teachers and to investigate the effect of different metacognitive skill levels on their motivation. The study was conducted during 2014-2015 spring semester. In this research, survey method was used to reveal the effect of different metacognitive skill levels on motivation. The population of this study was comprised of preservice chemistry teachers attending the faculty of education. The Chemistry Motivation Scale which was developed by Glynn, Brickman, Armstrong and Taasoobshirazi
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SIREGAR, WIDIA ARTA, and PASAR MAULIM SILITONGA. "Korelasi Keterampilan Proses Sains dan Keterampilan Metakognitif Terhadap Hasil Belajar Kimia Pada Materi Titrasi Asam Basa di SMA." Jurnal Inovasi Pembelajaran Kimia 1, no. 2 (2019): 74. http://dx.doi.org/10.24114/jipk.v1i2.15515.

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This study aims to determine whether there is a linear and significant relationship between science process skills and student chemistry learning outcomes; metacognitive skills with student chemistry learning outcomes; science process skills and metacognitive skills with student chemistry learning outcomes. The population in this study were all students of class XI Mathematics and Senior High School Angkasa 1 Lanud Medan consisting of 2 classes. The research sample is one class taken by purposive technique. Based on the results of data analysis, it is concluded that there is a linear and signi
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IRWANTO, Irwanto, Hanhan DIANHAR, and Ahmad ARIYADIH. "Socio-Scientific Issues-Based Learning: The Effect on High School Students’ Metacognitive Skills." International Journal of Religion 5, no. 6 (2024): 186–94. http://dx.doi.org/10.61707/agk1xr12.

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Metacognitive skills are fundamental skills that students need to face challenges in the 21st century. However, previous research reported that students’ metacognitive abilities tend to be low. This study seeks to explore how socio-scientific issues-based learning (SSIBL) impacts the metacognitive abilities of 11th-grade students. Quantitative data was gathered from a sample of 72 students (28 male, 44 female) studying chemistry at a public school in Jakarta, Indonesia. Employing a quasi-experimental design, two classes were randomly assigned as experimental and control groups using a coin fli
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UTAMI, Deka Dyah, Punaji SETYOSARI, Waras KAMDI, Saida ULFA, and Dedi KUSWANDI. "THE EFFECT OF SMART-PBL LEARNING STRATEGY AND ACADEMIC-SELF REGULATED LEARNING ON METACOGNITIVE AND PROBLEM-SOLVING SKILLS IN LEARNING CHEMISTRY." Periódico Tchê Química 17, no. 35 (2020): 960–76. http://dx.doi.org/10.52571/ptq.v17.n35.2020.79_utami_pgs_960_976.pdf.

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Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia,
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Ijirana, I., and S. Supriadi. "Metacognitive Skill Profiles of Chemistry Education Students in Solving Problem at Low Ability Level." Jurnal Pendidikan IPA Indonesia 7, no. 2 (2018): 239–45. http://dx.doi.org/10.15294/jpii.v7i2.14266.

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The objective of this study was to categorize and describe the behavior of chemistry education students' metacognitive skills who had a low chemical understanding (low ability) in solving problems. The findings would be the basis of data for the development of instructional design on chemistry topics by utilizing metacognitive skill aspects. The subject of this study was two first-year students of chemical education, academic year 2016/2017 that joined a basic chemistry course at the low-level ability in Universitas Tadulako. Two subjects were picked through networking using a valid test compr
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Ijirana, Ijirana, and Jusman Mansyur. "Patterns of Metacognitive Skills and External Representation of Students in Chemistry Problem Solving." Jurnal Ilmu Pendidikan 25, no. 2 (2020): 58. http://dx.doi.org/10.17977/um048v25i2p58-65.

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This research aims to examine the pattern of external representation and metacognitive skills in chemistry problem solving for students of chemistry education at Tadulako University. This picture will enrich the treasures of thinking skills in the field of science, namely how students/prospective teachers think in the context of metacognitive skills and how these students display an external representation system on chemistry concepts. The subject of this qualitative study was obtained through a purposive random sampling of 97 students who have been programmed Basic Chemistry course 2017/2018
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T. Geron, Antonette. "Metacognitive Skills Development in Basic Chemistry of Bachelor of Industrial Technology Students of Batangas State University, Philippines." International Multidisciplinary Research Journal 1, no. 1 (2019): 102–9. http://dx.doi.org/10.54476/iimrj415.

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To gain skills, abilities, and strategies are the primary goal of education for every student rather than to store information from their classrooms and be sponges of knowledge initiated by their teachers. Hence, a good education should be able to show how to learn, how to remember, how to motivate students’ and how to control their learning. This study focused on the students’ ability to learn chemistry by developing their metacognitive skills among a first-year Bachelor of Industrial Technology students of Batangas State University, with an end view of preparing metacognitive skills activiti
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Nurmiati, Euis, Sugeng Bayu Wahyono, Muhammad Risal Rhomadan, Nurul Khairah, and Ulfa Nabila Tafrienda. "Development of Metacognition-Based LKPD to Improve Conceptual Understanding in Reaction Rate Material." Jurnal Penelitian Pendidikan IPA 11, no. 4 (2025): 533–41. https://doi.org/10.29303/jppipa.v11i4.10464.

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The importance of constructivism-based chemistry learning is to develop students' conceptual understanding and metacognitive skills through active engagement, with the teacher as a facilitator, to create critical, independent, and globally competitive graduates. This study aims to develop Student Worksheets (LKPD) focused on metacognitive skills in learning reaction rate material, with the expectation of improving students' conceptual understanding and learning outcomes. Based on validation results, the LKPD has proven to be feasible for use, particularly in terms of language and metacognitive
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Dissertations / Theses on the topic "Metacognitive Skills in Chemistry"

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Goei, Elisabeth Rukmini. "Using Green Chemistry Experiments to Engage Sophomore Organic Chemistry." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280437800.

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Locatelli, Solange Wagner. "Análise da manifestação de elementos de metavisualização na aprendizagem de Química." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-06072011-095326/.

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O estudo em questão é uma pesquisa de caráter qualitativo, em que se procurou analisar elementos de metavisualização manifestados por oito estudantes de uma turma de 2.o ano do Ensino Médio de um colégio particular em Cotia-SP, durante a realização de uma atividade de construção do conceito de isomeria geométrica. Com relação à ciência Química, ela pode ser compreendida através de três níveis representacionais que são o microscópico, macroscópico e simbólico, que aparecem na forma de modelos e expressos publicamente de variadas maneiras, entre elas de visualizações. Dessa forma, a compreensão
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Panganayi, Mupenyu Felix. "Developing metacognitive skills in secondary school students." Thesis, Open University, 2018. http://oro.open.ac.uk/58321/.

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The research in this thesis focussed on whether metacognitive instructional methods can support the development of metacognitive skills (MS) awareness, and student achievement in secondary school students during problem solving in stoichiometry. The research involved four studies. The first was a quasi-experiment using the metacognitive skills framework (MSF) to support students. The intervention was conducted by a chemistry teacher, for one hour/week over three weeks, with pre- and post-test assessments. There was a control group (N=19) and an experimental group (N=22). There was no significa
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Christoph, Leonore Hildegonde. "The role of metacognitive skills in learning to solve problems." [S.l. : Amsterdam : SIKS] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/22568.

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Wischgoll, Anke [Verfasser], and Alexander [Akademischer Betreuer] Renkl. "Fostering academic writing skills and text quality through metacognitive activities." Freiburg : Universität, 2017. http://d-nb.info/1150124431/34.

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Platt, Kelsey Elyse. "Developing metacognitive and self-regulated learning skills through reflective writing prompts." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.

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Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills. An important component of self-regulated learning is reflective thinking. Reflective t
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Schoeffler, Anne Farley. "Using training in metacognitive skills (question strategies) to enhance constructivist science learning." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/schoeffler/SchoefflerA0812.pdf.

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Constructivist approaches to education involve giving students the tools they need to assimilate new information into knowledge constructs that they have previously established, modifying those constructs accordingly. The ability to recognize and regulate that process is advantageous in that it gives students the expertise to direct their own learning. Such metacognitive ability can be developed through the use of direct lessons in questioning techniques and subsequent reinforcement through the use of both oral question-and-answer discussions and written questions, as well as oral and written
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Dixon, Ruth A. "Metacognitive skills and the adult developmental reader : issues in identification and instruction." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720303.

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The purposes of this study were (a) to determine the levels of metacognition in developmental readers before and after ten weeks of instruction in metacognitive reading skills, (b) to examine differences in mastery of metacognitive skills determined by years away from secondary education, and (c) to investigate the effect of instruction in metacognitive skills on the improvement of reading comprehension in less-skilled readers.Participants in this study were 48 adult students (ages 19-56) enrolled in developmental reading courses at Indiana Vocational Technical College on the Muncie campus and
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Moir, Taryn. "Developing higher-order reading skills in mainstream primary schools : a metacognitive approach." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28865.

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Research indicates that multiple strategy comprehension instruction (MSCI) programmes in general yield greater effect sizes than single strategy approaches. Potential candidate MSCI interventions were evaluated on the basis of effect size of outcome, feasibility and acceptability, and universality. This identified the Strathclyde Higher-Order Reading Skills (SHORS) Programme as a promising intervention yet to be evaluated in the UK in a controlled study. Following a pilot study, a mixed-model quasi-experimental study was carried out with condition (intervention versus control group) and readin
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Parker, Christine C. "Metacognitive skills training: its effect on comprehension in an urban reading laboratory." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/3063.

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This study investigated whether metacognitive skills training would have any effect on the comprehension of southeastern, urban students in a high school compensatory reading laboratory. The pre-experimental one-group design was used for subjects in an eighth and a ninth grade class. Instruments used in data collection for pretest/posttest analysis were the Metacomprehension Strategy Index and the Plasment Reading Achievement Lab Test. The t test for dependent samples was used to analyze the data and test two of the null hypotheses. A third instrument was a checklist which was field-tested by
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Books on the topic "Metacognitive Skills in Chemistry"

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D, Gammon Steven, ed. General chemistry: With chemistry study skills. 8th ed. Houghton Mifflin, 2008.

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R, Dean John, ed. Practical skills in chemistry. Prentice Hall, 2002.

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Facer, George. Edexcel AS/A2 chemistry: Chemistry laboratory skills. Philip Allan, 2010.

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Peters, Edward I. Chemical skills. 3rd ed. McGraw-Hill, 1988.

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Peters, Edward I. Chemical skills. 4th ed. McGraw-Hill, 1992.

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Peters, Edward I. Chemical skills. 4th ed. McGraw-Hill, 1992.

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Alan, Sheinker, ed. A metacognitive approach to social skills training: MASST : a program for grades 4 through 12. Aspen Publishers, 1988.

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Bennetts, J. Science skills: Problems in GCSE chemistry. Hodder & Stoughton, 1990.

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Neiles, Kelly Y., Pamela S. Mertz, and Justin Fair, eds. Integrating Professional Skills into Undergraduate Chemistry Curricula. American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1365.

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Bhaduri, Monmatha. Teaching and testing practical skills in chemistry. University of East Anglia, 1992.

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Book chapters on the topic "Metacognitive Skills in Chemistry"

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Dori, Yehudit Judy, and Shirly Avargil. "Promoting Metacognitive Skills in the Context of Chemistry Education." In Relevant Chemistry Education. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-175-5_7.

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Littrell-Baez, Megan K., and Donna Caccamise. "A Cognitive Perspective on Chemistry Instruction: Building Students’ Chemistry Knowledge through Advancing Fundamental Literacy and Metacognitive Skills." In ACS Symposium Series. American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1269.ch003.

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Schelble, Susan M., Milton J. Wieder, David L. Dillon, and Ethan Tsai. "Organic Chemistry Practice Exam: Helping Students Gain Metacognitive Skills To Excel on the Full-Year ACS Exam." In ACS Symposium Series. American Chemical Society, 2014. http://dx.doi.org/10.1021/bk-2014-1182.ch005.

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P. Patterson, Janet. "Metacognitive Skills." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_897.

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P. Patterson, Janet. "Metacognitive Skills." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_897-3.

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Patterson, Janet. "Metacognitive Skills." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_897.

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Topping, Keith J. "Self-Regulation and Metacognitive Skills." In Improving Thinking About Thinking in the Classroom. Routledge, 2024. http://dx.doi.org/10.4324/9781003402190-19.

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Firth, Jonathan. "Low-Hanging Metacognitive Fruit." In Metacognition and Study Skills: A Guide for Teachers. Routledge, 2024. http://dx.doi.org/10.4324/9781003386971-4.

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Hartman, Hope J. "Developing Students’ Metacognitive Knowledge and Skills." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_3.

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Firth, Jonathan. "A Metacognitive Approach to Literacy." In Metacognition and Study Skills: A Guide for Teachers. Routledge, 2024. http://dx.doi.org/10.4324/9781003386971-8.

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Conference papers on the topic "Metacognitive Skills in Chemistry"

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Zsigmond, Istvan, and Agnes Balint. "DEVELOPING METACOGNITION WITH AN ACTION RESEARCH INTERVENTION: RESULTS FROM HUNGARIAN ENVIRONMENTS." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/51.

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Metacognition has been acknowledged as a key component of self-regulation and has also a multidimensional nature, with at least three components: (a) metacognition as theory of mind, (b) metacognition as epistemic thinking, and (c) metacognition as knowledge and regulation of our cognitive self. In an Erasmus+ collaborative project a multicomponent metacognitive training course for teachers was developed incorporating metacognitive knowledge and skills, adopting the principles of action research. The intervention�s aim with respect to developing metacognitive skills was to inform teachers of r
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Wang, Zhonghua, Wenna Li, and Yuting Jia. "Constructing from Assessment: An Empirical Study of Peer Assessment Affecting Metacognitive Skills." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10865988.

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Ceresia, Francesco. "INTERACTIVE LEARNING ENVIRONMENTS FOR THE TRAINING AND CONSOLIDATION OF METACOGNITIVE SKILLS AND STRATEGIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1105.

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Avina Turja Soffa, Dian, Sri Poedjiastoeti, and Pirim Setoarso. "Design and Validation of Teaching Instruments Oriented Problem Solving to Train Studentsr Metacognitive Skills." In Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/snk-18.2018.31.

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Nababan, Kartyka, Budi Hastuti, and Nurma Yunita Indriyanti. "Blended learning in high school chemistry to enhance students’ metacognitive skills and attitudes towards chemistry: A need analysis." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139800.

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Ijirana. "Development of Concept Understanding and Problem Solving Ability of Chemistry Education Students Through Metacognitive Skills-Based Learning." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.19.

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PASSINATO, Cristiana de Barcellos, Victória Beatriz dos Santos DE OLIVEIRA, and Luciana Pereira DE ALMEIDA. "“SIX THINKING CARDS”: A GAME FOCUSED ON DEVELOPING ARGUMENTATIVE SKILLS IN THE CHEMISTRY CLASSROOM." In SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 2021 INTERNATIONAL VIRTUAL CONFERENCE. DR. D. SCIENTIFIC CONSULTING, 2022. http://dx.doi.org/10.48141/sbjchem.21scon.29_abstract_almeida.pdf.

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Considering the increasing need to develop the argumentation and communication skills of the students, teaching practice has to consider how to do this concerning individual needs and preferences. Meaningful Learning proposes that education should consider the already acquired knowledge of the students in the process of building new learning. Therefore, when applied to the learning process, argumentation is a way to express acquired knowledge to other participants of this process. The Six Thinking Cards game permits students to explore their thinking in focused stages that are represented by t
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Bae, Haesol. "Teachability of Metacognitive Skills: What Makes Students Use Metacognitive Skills?" In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1437707.

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Šnajder, Ľubomír, Ján Guniš, Mária Ganajová, et al. "FORMATIVE ASSESSMENT STRATEGIES FOCUSED ON DEVELOPING METACOGNITIVE SKILLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1786.

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Chauca, Carmen, Maritza Arones, Ynés Phun-Pat, and Olga Curro-Urbano. "Metacognitive skills in the virtual university professionalization process." In ICIEI 2023: 2023 The 8th International Conference on Information and Education Innovations. ACM, 2023. http://dx.doi.org/10.1145/3594441.3594455.

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Reports on the topic "Metacognitive Skills in Chemistry"

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Baker, Linda. Towards Enhancing Written Communication Skills in the Army: Cognitive and Metacognitive Perspective. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada197396.

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Kataeva, Natalya, Natalia Naronova, and Kristina Golitsyna. E-learning course "Bioorganic chemistry". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0857.12122024.

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The electronic training course ""Organic Chemistry"" was created as an auxiliary resource to accompany the curriculum of bioorganic chemistry for the specialties of Medical and Preventive Care. The purpose of studying the course is to form ideas about the spatial structure, reactivity of bioorganic substances and their biological significance for the most important processes in human life. Course objectives: formation of knowledge about the structure of the main classes of bioorganic compounds; formation of skills in writing the main chemical reactions of bioorganic compounds; formation of ski
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry educatio
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Belokonova, Nadezhda, Elena Ermishina, Natalya Kataeva, Natalia Naronova, and Kristina Golitsyna. E-learning course "Chemistry". SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0770.29012024.

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The electronic training course ""Chemistry"" was created as an auxiliary resource to accompany the chemistry curriculum for the specialties of General Medicine, Pediatrics, and Dentistry. The purpose of studying the course is to form ideas about the structure and transformations of organic and inorganic substances that underlie life processes and influence these processes, in direct connection with the biological functions of these compounds. Course objectives: - formation of knowledge and skills about the basic laws of thermodynamics and bioenergy; about the structure and chemical properties
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Ermishina, E. Yu, N. A. Belokonova, and N. A. Naronova. Electronic training course "Ecological Chemistry". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0861.12122024.

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The electronic training course ""Ecological Chemistry"" is compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education as an additional professional program for the specialties: 31.05.01 - General Medicine, approved by the order of the Ministry of Science and Higher Education of the Russian Federation dated August 12, 2020 No. 988 (as amended by No. 1456 dated November 26, 2020), 31.05.02 - Pediatrics, approved by the order of the Ministry of Education and Science of the Russian Federation dated August 12, 2020 No. 965, 31.05.03 Dentistry, approve
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Acosta López, Juan Carlos. Unveiling hidden opportunities: a case study on the perception of affordances in informal english learning activities mediated by technology in a fl teacher-training program. Sello Editorial UNAD, 2023. http://dx.doi.org/10.22490/ecedu.8389.

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This qualitative single-case study explored the perceived affordances of informal activity systems mediated by online technologies for promoting English language learning among 115 FL teachers-in-training at UNAD. The study employed a word-based questionnaire administered to the entire sample, followed by small focus group interviews with 20 purposively selected participants, (Morgan & Hoffman, 2018). The resulting data were analyzed using a dynamic and fluid 2-cycle coding procedure. The findings show that learners’ ability to per-ceive and engage with technological, social, metacognitive
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Tucker Blackmon, Angelicque. Formative External Evaluation and Data Analysis Report Year Three: Building Opportunities for STEM Success. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/mlfk2041.

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Nechypurenko, Pavlo, Tetiana Selivanova, and Maryna Chernova. Using the Cloud-Oriented Virtual Chemical Laboratory VLab in Teaching the Solution of Experimental Problems in Chemistry of 9th Grade Students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3175.

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The article discusses the importance of the skills of primary school students to solve experimental problems in chemistry and the conditions for the use of virtual chemical laboratories in the process of the formation of these skills. The concept of “experimental chemical problem” was analyzed, classifications were considered, and methodological conditions for using experimental chemical problems in the process of teaching chemistry were described. The essence of the concept of “virtual chemical laboratories” is considered and their main types, advantages and disadvantages that define the meth
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Smith, David, Katie Shearn, Joanne Lidster, et al. Research-Informed Teaching Toolkit. Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/research_informed_teaching.

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Research-informed teaching is a term used to describe the different ways in which students are exposed to research content and activities during their time at university. Depending on your discipline this could also be called practice-informed teaching. A four-year body of research involving over 600 students from across Sheffield Hallam University has been used to draw together the following five key Curriculum Design Principles to embed research and practice into teaching:1) Embed research and practice skills at the course level and develop them through the course. Moving students from consu
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Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4444.

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The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches use
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