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Metacognició --- Estratègies d'aprenentatge --- Lliçons --- Assignatures --- Crèdits (Ensenyament) --- Estratègies cognitives --- Estratègies educatives --- Estratègies didàctiques --- Propostes didàctiques --- Didàctica --- Mètodes educatius --- Psicologia de l'aprenentatge --- Recursos educatius --- Disseny d'aprenentatge --- Estils cognitius --- Mapes conceptuals --- Metaconeixement --- Autoconcepte --- Autocontrol --- Cognició --- Cognitive learning. --- Learning

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This monograph is to investigate practical applications and contributions of self-regulated learning (SRL) to second/foreign language (L2) writing from sociocognitive and sociocultural perspectives. It showcases a comprehensive and updated review of conceptual and methodological issues of SRL and the state-of-the-art research on its applications to L2 learning and teaching. This volume further elaborates the design and results of a large-scale project which conducts observational and intervention studies investigating SRL strategies in L2 writing. This book reveals that a cross-disciplinary understanding of SRL strategies plays a crucial role in advancing theoretical functions of SRL and in extending its applications to L2 education in general, and L2 writing in particular. This book makes significant contributions to developing and validating new conceptual frameworks and tools for evaluating multidimensional structures of SRL strategies and self-efficacy in L2 writing; elucidating the interplay of personal, behavioral, environmental and psychological factors with SRL strategies and writing performance; and presenting an effective self-regulation instructional model for nurturing L2 learners' motivation and confidence to strategize, reflect and succeed in writing. Teng has established herself as one of the prominent scholars in the discussion of self-regulated learning strategies. Her contribution to the fields of L2 writing and strategic learning are undeniable. This monograph is an excellent showing of how her endeavors to bring established theories from educational psychology to applied writing research have progressed over a number of methodologically rigorous studies. It should be required reading for anyone with an interest in cultivating strategic writers not only in the Chinese context but worldwide. Nathan Thomas, UCL Institute of Education .

Educational psychology --- Study methods --- Didactics of languages --- Linguistics --- pedagogische psychologie --- talenonderwijs --- linguïstiek --- leren --- studievaardigheden --- Learning strategies. --- Adquisició d'una segona llengua --- Comunicació escrita --- Estratègies d'aprenentatge --- Motivació en l'educació

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This book discusses novel research on and practices in the field of physics teaching and learning. It gathers selected high-quality studies that were presented at the GIREP-ICPE-EPEC 2017 conference, which was jointly organised by the International Research Group on Physics Teaching (GIREP); European Physical Society – Physics Education Division, and the Physics Education Commission of the International Union of Pure and Applied Physics (IUPAP). The respective chapters address a wide variety of topics and approaches, pursued in various contexts and settings, all of which represent valuable contributions to the field of physics education research. Examples include the design of curricula and strategies to develop student competencies—including knowledge, skills, attitudes and values; workshop approaches to teacher education; and pedagogical strategies used to engage and motivate students. This book shares essential insights into current research on physics education and will be of interest to physics teachers, teacher educators and physics education researchers around the world who are working to combine research and practice in physics teaching and learning. .

Science --- Study and teaching. --- Schools. --- Societal Aspects of Physics, Outreach and Education. --- Teaching and Teacher Education. --- Science Education. --- Schools and Schooling. --- Science education --- Scientific education --- Public institutions --- Education --- Public schools --- Science—Social aspects. --- Teaching. --- Science education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Ensenyament de la física --- Estratègies d'aprenentatge --- Formació del professorat --- Aprenentatge de la física --- Ensenyament --- Física --- Formació d'educadors --- Formació dels mestres --- Perfeccionament del professorat --- Formació --- Escoles normals --- Observació (Mètode d'ensenyament) --- Pràctiques pedagògiques --- Professors --- Estratègies cognitives --- Estratègies educatives --- Estratègies didàctiques --- Propostes didàctiques --- Didàctica --- Mètodes educatius --- Psicologia de l'aprenentatge --- Recursos educatius --- Disseny d'aprenentatge --- Estils cognitius --- Mapes conceptuals --- Metacognició

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This book addresses the questions of what constitutes the integrative learning of theory and practice (ILTP), and how this learning progresses over time - these are important questions that have been overlooked to date. It introduces a new way of looking at the theory-practice integration and presents the conceptual and empirical research that has led to such a view. The conceptualisation of the ILTP and the description of the phenomenon of integration draw on psychological aspects of epistemological beliefs in TVET, and on philosophical aspects of social reasoning. In this inferentialist, non-dualistic epistemological perspective, theory and practice are distinguished in terms of their use in reasoning, rather than as intrinsically different forms of knowledge. In particular, the integrative learning is presented in terms of qualitative changes in chains of reasoning that connect theoretical and practical considerations. This work represents a contribution to further educational research, as it advances a novel operationalisation of the inferentialist framework. Finally, this work contributes to educational practice, as it offers evidence-based guidelines for practitioners concerned with instructional design in T-VET. The reported empirical investigations involved in-depth qualitative research methods and were conducted at a micro-level of instruction in alternating school-based and work-based programmes, in the field of Chemicals Processing Technology (CPT).

Learning, Psychology of. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Psychological aspects --- Psicologia de l'aprenentatge --- Educació --- Aprenentatge dels conceptes --- Aprenentatge en els animals --- Aprenentatge explícit --- Aprenentatge implícit --- Aprenentatge sensorial --- Aprenentatge sensoriomotor --- Aprenentatge motor --- Condicionament operant --- Estratègies d'aprenentatge --- Motivació en l'educació --- Reflexos condicionats --- Retroacció (Psicologia) --- Aptitud per a l'aprenentatge --- Comprensió --- Professional education. --- Vocational education. --- Education --- Knowledge, Theory of. --- Professional and Vocational Education. --- Research Methods in Education. --- Epistemology. --- Educational Research. --- Research. --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Educational research --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher

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Learning strategies. --- Strategies, Learning --- Learning, Psychology of --- Adquisició d'una segona llengua --- Comunicació escrita --- Estratègies d'aprenentatge --- Motivació en l'educació --- Estratègies cognitives --- Estratègies educatives --- Estratègies didàctiques --- Propostes didàctiques --- Didàctica --- Mètodes educatius --- Psicologia de l'aprenentatge --- Recursos educatius --- Disseny d'aprenentatge --- Estils cognitius --- Mapes conceptuals --- Metacognició --- Llengua escrita --- Llenguatge escrit --- Anàlisi del discurs --- Comunicació --- Llenguatge i llengües --- Art d'escriure --- ASL --- SLA --- Aprenentatge d'una segona llengua --- Adquisició del llenguatge --- Interllenguatge (Aprenentatge de llengües) --- Aprenentatge integrat de continguts i llengües estrangeres --- Motivació en l'ensenyament --- Motivació (Psicologia) --- Motivació de l'aprenentatge --- Rendiment acadèmic