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Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure
have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often
combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these
subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but
this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et
al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests,
to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores
and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions
of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis
indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors
followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural
metamemory increased significantly between Grades 1 and 3 only. 相似文献
24.
This paper details the result of an empirical study on the reception and effectiveness of historical material being included in the physics programme of a Swiss high school. 相似文献
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Jeremy Kilpatrick Edmund King Pierre Ferran Nicolas Hans A. Harry Passow Graeme Kemelfield Eric Ashby Mark Blaug Franklin Parker F. Walz Fritz Borinski Russell F. Farnen Robert F. Lawson Horst Magdeburg Robert J. Havighurst David A. Walker Alexandre Vexliard Josef Havlíček Otto Peters Hans Tutken M. A. Boisard George Z. F. Bereday 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):83-120
28.
Fritz Bohnsack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,8(2):129-130
Ohne Zusammenfassung 相似文献
29.
Fritz Kubli 《Interchange》2010,41(4):315-321
Reflection on several decades of science teaching at the secondary-school level leads to the strong suggestion that a theory
of science education should be based on arguments emanating from insights into the process of meaningful communication in
the light of modern epistemology. These arguments show that the teacher’s personality and engagement with the subject is a
major source of interest and devotion of students who try to understand the presented ideas. An analysis of the conditions
of this engagement leads to a vision for a future understanding of the teaching process, especially in science teaching. 相似文献
30.
The narration of historical details is an art. It can be learned by studying narrative theories which lead to a better understanding of the narrative process. Not every physics teacher is born an expert in storytelling. The analysis of the whole process of story production and its reception by an audience is a precious tool, even in the hand of an inexperienced storyteller. Science teachers can profit from an education in this direction. 相似文献