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Browsing by Subject "Metacognition"

Now showing items 1-9 of 9

Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience

Stanigar, Jennifer; Carson, Susan (Editorial Universitat Politècnica de València, 2020-04-28)

North Carolina State University undertook a faculty development initiative, TH!NK, beginning summer 2014. TH!NK is a campus-wide initiative designed to develop faculty members’ abilities in cultivating students’ higher-order ...
Analysis of students' generated questions in laboratory learning environments

Llorens Molina, Juan Antonio; Llorens De Jaime, Jesus Maria; Sanz Berzosa, Isidora (OmniaScience, 2012)

In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex ...
Estudiantes hoy, entre Facebook, Google y Metacognición. Ideas para innovar en la Educación Superior

Elisondo, R.; de la barrera, M. L.; Rigo, D. Y.; Kowszyk, D. I.; Fagotti Kucharski, E.; Ricetti, A.; Siracusa, M.R. (Universitat Politècnica de València, 2016-06-30)

[ES] En los estudios superiores, al igual que en los demás contextos educativos, no basta con adquirir una serie de conocimientos, es indispensable reflexionar sobre los propios procesos cognitivos para tomar decisiones ...
Facilitando la autorregulación del aprendizaje en el diseño de sistemas digitales

de Andrés Martínez, David (Editorial Universitat Politècnica de València, 2019-09-30)

[EN] The software development paradigm students are used to is completely different to the one that must be followed when facing the challenge of specifying and implementing digital systems (hardware). The change in ...
Promoting metacognitive reflection: a work proposal

Goulão, Maria de Fátima; Cerezo Menéndez, Rebeca (Editorial Universitat Politècnica de València, 2016-10-27)

[EN] The metacognition as a self-regulatory strategy presents itself as an essential element in the whole process of learning. Lead students to reflect on their way of learning and their strategies, promotes in them this ...
Relaciones entre aprendizaje, cognición y tecnologías en la construcción del e-portafolio

Blanch Gelabert, Silvia; Fuentes Agustí, Marta; Gimeno Soria, Xavier; González Monfort, Neus; Rifà Valls, Montserrat; Santiveri Papiol, Noemí (Universitat Politècnica de València, 2009-06-01)

[ES] Los autores de este artículo forman parte del Grupo de Interés de Carpetas de Aprendizaje en Educación Superior (GI-CAES) de la Unidad de Innovación Docente en la Educación Superior (IDES) de la Universitat ...
The role of self-monitoring in adult learning in online context

Goulão, Maria de Fátima; Cerezo Menendez, Rebeca (Editorial Universitat Politècnica de València, 2015-06-15)

[EN] This paper examines the reflexions made by a set of online students regarding the results obtained in an assessment task and its consequences for the future. The sample included 43 students in continuous assessment, ...
Using Blog Comments as Feedback to Promote the Metacognitive Development of Creativity

McMahon, Mark; Heather, Joseph (Editorial Universitat Politècnica de València, 2017-06-26)

[EN] Creativity can be viewed, not just as a set of skills and strategies, but as an overarching metacognitive skill that integrates a range of subordinate generic skills. Key to developing creativity is to engage in a ...
Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher Education

Bort-Mir, Lorena (Universitat Politècnica de València, 2020-09-30)

[EN] Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). Students are, then, involved in metacognitive mental activities when ...