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Reading fluency and comprehension in the Arab elementary schools in Israel : mediating factorsAzaizeh, Khalid January 1998 (has links)
No description available.
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Experiential learning and reflective practice in teacher education / by Joshua Kurzweil.Kurzweil, Joshua. January 2007 (has links)
Thesis (M.A.T.) -- School for International Training, 2007. / Advisor -- Susan Barduhn Includes bibliographical references (leaves 62-63 ).
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A formação em Museologia nas universidades brasileiras: reflexões sobre o ensino da gestão e do planejamento sob a ótica da Museologia / The training in Museology in brazilian universities: reflections on the management and planning teaching from the perspective of MuseologyIsolan, Fiorela Bugatti 18 August 2017 (has links)
A oferta de cursos universitários em Museologia se expandiu de maneira significativa ao longo das duas últimas décadas no Brasil. Se até princípios dos anos 2000 o país contava com apenas dois cursos de Bacharelado ativos - o da Universidade Federal do Estado do Rio de janeiro (UNIRIO) e o da Universidade Federal da Bahia (UFBA) -, atualmente, encontram-se cadastrados no Ministério da Educação (MEC) dezesseis cursos voltados para essa área de formação, o que evidencia a dinamização e crescimento do setor museológico no cenário brasileiro. Não obstante, este processo de ampliação das perspectivas de formação profissional suscita uma série de questões e desafios, devendo ser objeto de análises que colaborem para a proposição de diretrizes comuns para a capacitação profissional, com vistas ao fortalecimento do campo disciplinar da Museologia. Sendo assim, no intuito de contribuir para as discussões voltadas à capacitação na área - principalmente no que se refere ao ensino das noções de gestão e de planejamento, sob a perspectiva desta disciplina - a presente pesquisa teve como finalidade mapear o perfil da oferta formativa que caracteriza os cursos de Bacharelado em Museologia atualmente em funcionamento e, mais especificamente, verificar como as ideias de gestão e planejamento aparecem nos currículos dos referidos cursos. Para o seu desenvolvimento, nos valemos de métodos qualitativos de análise, como levantamento bibliográfico sobre a consolidação da Museologia enquanto campo disciplinar independente e sobre a trajetória do ensino na área dentro do contexto brasileiro; além da consulta das diretrizes nacionais para formação na área e dos programas pedagógicos dos cursos, com suas respectivas matrizes curriculares e ementários das disciplinas. A sistematização e posterior análise dos dados permitiu identificarmos que houve avanços no âmbito da formação profissional em nível de graduação em Museologia no Brasil não só em termos quantitativos, como também em termos qualitativos, o que, sem dúvida, vem contribuindo para a consolidação deste campo disciplinar. Com relação à gestão e ao planejamento, o protagonismo alcançado por estes temas junto ao universo museológico fez com que, na atualidade, sejamos levados a tratá-la como uma função do museu, para além das tradicionais funções de salvaguarda, pesquisa e comunicação (DESVALLÉES; MAIRESSE, 2013). De fato, esta centralidade se reflete na configuração da oferta formativa em vigor no país, que dispõe de componentes curriculares que abordam questões relacionadas a estas noções. Entretanto, sinalizamos para a importância de pensarmos a gestão desde uma perspectiva museológica, que dialoga com as dimensões teóricas e práticas do campo, contribuindo para a consolidação da Teoria Museológica e para a conformação daquilo que Maria Cristina Oliveira Bruno (2015a) identifica como olhar museológico - olhar este que se fundamenta em contraposição às visões fragmentadas e tecnicistas que tendem a compreender as experimentações no campo de modo compartimentado, o que impossibilita o entendimento de sua totalidade dentro de uma perspectiva processual. / The offer of courses in Museology in universities has expanded significantly in the last two decades in Brazil. If until the early 2000s the country had only two active bachelor\'s degrees courses -the Federal University of the State of Rio de Janeiro (UNIRIO) and the Federal University of Bahia (UFBA) -today there are currently registered in the Ministry of Education (MEC) sixteen courses connected to this area of training, which evidences the dynamization and growth of the museological sector in the Brazilian scenario. Nonetheless, this process of the expansion of the perspectives on professional training raises a number of issues and challenges and should be the subject of analyzes that contribute to the proposal of common guidelines for professional training, aiming to strengthening the disciplinary field of Museology. Therefore, in order to contribute to the discussions focused on training in the area -mainly in relation to the teaching of management and planning concepts from the perspective of this discipline -the present research had the purpose of mapping the profile of the training offer that characterizes the bachelor courses in Museology currently in operation and, more specifically, to verify how the ideas of management and planning appear in the curricula of the same courses. For its development, we use qualitative methods of analysis, such as a bibliographical survey on the consolidation of Museology as an independent disciplinary field and on the trajectory of teaching in the area within the Brazilian context; besides the consultation of the national guidelines for training in the area and the pedagogical programs of the courses, with their respective curricular matrices and courses of the disciplines. The systematization and subsequent analysis of the data allowed us to identify that there has been progress in the field of professional training at the undergraduate level in Museology in Brazil, not only in quantitative terms, but also in qualitative terms, which undoubtedly has contributed to the consolidation of this disciplinary field. With regard to management and planning, the protagonism achieved by these themes in the museological universe has made us nowadays treat it as a function of the museum, in addition to the traditional functions of preservation, research and communication (DESVALLÉES; MAIRESSE, 2013). In fact, this centrality is reflected in the configuration of the training offer now operated in the country, which has curricular components that addresses issues related to these notions. However, we point out the importance of thinking about management from a museological perspective, which dialogues with the theoretical and practical dimensions of the field, contributing to the consolidation of the Museological Theory and to the conformation of what Maria Cristina Oliveira Bruno (2015a) identifies as a museological view(olhar museológico) -which is based in opposition to the fragmented and technicist visions that tend to understand the experiments in the field in a compartmentalized way, which makes it impossible to understand its totality in a processual perspective.
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A study of peer collaborative mentoring for the professional development of international graduate teaching assistantsKilburg, Gary M. 23 April 1992 (has links)
The purpose of this study was to investigate Peer Collaborative
Mentoring (PCM) as a professional development model for international
graduate teaching assistants at an American university. Data were gathered
from interviews and observations of three American peer mentors
(Intracultural Peer Mentors/IAPMs), five Chinese Graduate Teaching
Assistants (Intercultural Peer Mentors/IEPMs), and 130 undergraduate
students who were enrolled in an introductory course in chemistry from the
IEPMs. Six categories were identified through an analysis of the data:
(1) IAPM socialization; (2) dynamics of PCM; (3) gender; (4) language; (5)
phases; and (6) benefits of the PCM process. Data in the categories were
analyzed using two forms of triangulation: (1) investigative and (2) data
source.
The results of the study indicate that PCM is a developmental process
in which participants (IEPMs and IAPMs) move through four phases
(Induction, Empowerment through Collaboration, Reduction, and
Termination) employing the concepts of reciprocity, mutuality, parity and
cultural sensitivity. Providing this type of support system gave the IEPMs
and IAPMs an opportunity to develop a learning community through the
PCM process. During the study, the two groups of participants acted as
cultural mediators for one another and for the students. The purpose of the
mediation was to assist all participants in developing their cross-cultural
skills and resolve issues that were germane to the quality of the teaching
environment and the professional development of the IEPMs and IAPMs.
The study provides a new mentoring model for teaching faculty that is
responsive to professional development and cross-cultural communication
skills. The model supports an environment where isolation and dissonance
are minimized and collaboration and cultural sensitivity are encouraged. / Graduation date: 1992
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Teacher socialization : how beginning teachers move from college to school /Cheng, May-hung, May. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1993.
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Teacher socialization how beginning teachers move from college to school /Cheng, May-hung, May. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.
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A formação em Museologia nas universidades brasileiras: reflexões sobre o ensino da gestão e do planejamento sob a ótica da Museologia / The training in Museology in brazilian universities: reflections on the management and planning teaching from the perspective of MuseologyFiorela Bugatti Isolan 18 August 2017 (has links)
A oferta de cursos universitários em Museologia se expandiu de maneira significativa ao longo das duas últimas décadas no Brasil. Se até princípios dos anos 2000 o país contava com apenas dois cursos de Bacharelado ativos - o da Universidade Federal do Estado do Rio de janeiro (UNIRIO) e o da Universidade Federal da Bahia (UFBA) -, atualmente, encontram-se cadastrados no Ministério da Educação (MEC) dezesseis cursos voltados para essa área de formação, o que evidencia a dinamização e crescimento do setor museológico no cenário brasileiro. Não obstante, este processo de ampliação das perspectivas de formação profissional suscita uma série de questões e desafios, devendo ser objeto de análises que colaborem para a proposição de diretrizes comuns para a capacitação profissional, com vistas ao fortalecimento do campo disciplinar da Museologia. Sendo assim, no intuito de contribuir para as discussões voltadas à capacitação na área - principalmente no que se refere ao ensino das noções de gestão e de planejamento, sob a perspectiva desta disciplina - a presente pesquisa teve como finalidade mapear o perfil da oferta formativa que caracteriza os cursos de Bacharelado em Museologia atualmente em funcionamento e, mais especificamente, verificar como as ideias de gestão e planejamento aparecem nos currículos dos referidos cursos. Para o seu desenvolvimento, nos valemos de métodos qualitativos de análise, como levantamento bibliográfico sobre a consolidação da Museologia enquanto campo disciplinar independente e sobre a trajetória do ensino na área dentro do contexto brasileiro; além da consulta das diretrizes nacionais para formação na área e dos programas pedagógicos dos cursos, com suas respectivas matrizes curriculares e ementários das disciplinas. A sistematização e posterior análise dos dados permitiu identificarmos que houve avanços no âmbito da formação profissional em nível de graduação em Museologia no Brasil não só em termos quantitativos, como também em termos qualitativos, o que, sem dúvida, vem contribuindo para a consolidação deste campo disciplinar. Com relação à gestão e ao planejamento, o protagonismo alcançado por estes temas junto ao universo museológico fez com que, na atualidade, sejamos levados a tratá-la como uma função do museu, para além das tradicionais funções de salvaguarda, pesquisa e comunicação (DESVALLÉES; MAIRESSE, 2013). De fato, esta centralidade se reflete na configuração da oferta formativa em vigor no país, que dispõe de componentes curriculares que abordam questões relacionadas a estas noções. Entretanto, sinalizamos para a importância de pensarmos a gestão desde uma perspectiva museológica, que dialoga com as dimensões teóricas e práticas do campo, contribuindo para a consolidação da Teoria Museológica e para a conformação daquilo que Maria Cristina Oliveira Bruno (2015a) identifica como olhar museológico - olhar este que se fundamenta em contraposição às visões fragmentadas e tecnicistas que tendem a compreender as experimentações no campo de modo compartimentado, o que impossibilita o entendimento de sua totalidade dentro de uma perspectiva processual. / The offer of courses in Museology in universities has expanded significantly in the last two decades in Brazil. If until the early 2000s the country had only two active bachelor\'s degrees courses -the Federal University of the State of Rio de Janeiro (UNIRIO) and the Federal University of Bahia (UFBA) -today there are currently registered in the Ministry of Education (MEC) sixteen courses connected to this area of training, which evidences the dynamization and growth of the museological sector in the Brazilian scenario. Nonetheless, this process of the expansion of the perspectives on professional training raises a number of issues and challenges and should be the subject of analyzes that contribute to the proposal of common guidelines for professional training, aiming to strengthening the disciplinary field of Museology. Therefore, in order to contribute to the discussions focused on training in the area -mainly in relation to the teaching of management and planning concepts from the perspective of this discipline -the present research had the purpose of mapping the profile of the training offer that characterizes the bachelor courses in Museology currently in operation and, more specifically, to verify how the ideas of management and planning appear in the curricula of the same courses. For its development, we use qualitative methods of analysis, such as a bibliographical survey on the consolidation of Museology as an independent disciplinary field and on the trajectory of teaching in the area within the Brazilian context; besides the consultation of the national guidelines for training in the area and the pedagogical programs of the courses, with their respective curricular matrices and courses of the disciplines. The systematization and subsequent analysis of the data allowed us to identify that there has been progress in the field of professional training at the undergraduate level in Museology in Brazil, not only in quantitative terms, but also in qualitative terms, which undoubtedly has contributed to the consolidation of this disciplinary field. With regard to management and planning, the protagonism achieved by these themes in the museological universe has made us nowadays treat it as a function of the museum, in addition to the traditional functions of preservation, research and communication (DESVALLÉES; MAIRESSE, 2013). In fact, this centrality is reflected in the configuration of the training offer now operated in the country, which has curricular components that addresses issues related to these notions. However, we point out the importance of thinking about management from a museological perspective, which dialogues with the theoretical and practical dimensions of the field, contributing to the consolidation of the Museological Theory and to the conformation of what Maria Cristina Oliveira Bruno (2015a) identifies as a museological view(olhar museológico) -which is based in opposition to the fragmented and technicist visions that tend to understand the experiments in the field in a compartmentalized way, which makes it impossible to understand its totality in a processual perspective.
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IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON TEACHING AND TRAINING: A QUALITATIVE SYSTEMATIC REVIEWAkir, Ziad I. 12 September 2006 (has links)
No description available.
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HABITUS PROFESSORAL DO ENGENHEIRO: modos de ser e de ensinarSilva, Moisés Gregório da 05 June 2017 (has links)
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Previous issue date: 2017-06-05 / This research aims to study the engineer professor. The main problem of the research is
present in two questions: How is the teaching practice of the engineer professor? What are
the ways of being, thinking, acting and teaching of the engineer professor? It is intended to
understand how the engineer professor engages in teaching. It seeks to know how their
way of being, working, learning, thinking, acting and perceiving the world around them
influences the issues of their pedagogical practice, once it isn’t licensed. At no time do we
intend to present solutions to problems, but only a collective construction, seeking
alternatives to the researcher's pedagogical practice. We do not want old answers, but
indeed new questions. As a methodological research strategy, it is adopted the participatory
research carried out with professors from the civil engineering course of the Federal
Institute of Education, Science and Technology of Goiás (IFG), Campus Aparecida de
Goiânia. The study was developed taking up the historical, cultural and social aspects of
this institution, because the understanding of memory, history and school culture can help
in the understanding of social, educational, professional and pedagogical relations in the
space studied. By analyzing the research object, the work necessarily went to the
qualitative research, since the interest is to study the engineer professor, his ways of acting,
of being and his history in the socio-professional context from his own perception and the
conditions that surround him. Data collection was performed through semi-structured
interviews that enabled the teacher to construct and compose the answer, thus allowing
more information to be extracted. Six categories of analysis were used that allowed better
structuring and organization of the field research by the researcher. From the point of view
of the theoretical-methodological contributions, studies oriented sociologist Bourdieu
(1983a, 1983b, 1989, 1996, 2003, 2007). Other authors also contributed to the theoretical
basis of this research, such as: Tardif (2000, 2014), Freire (1991), Nóvoa (1995, 2013),
Cunha (2014), Mészários (2005), Castro (2013), Bazzo (1998, 2006), Nogueira, M. and
Nogueira C. (2004), Palacín (2008), Brzezinski (2008, 2010) Baldino (2014), as well as
institutional documents and Brazilian legal system. Through the theoretical studies and the
field research carried out, it was possible to conclude that pragmatism is the peculiar
characteristics of the engineer and, therefore, of the engineer professor and the necessity of
the immediate applicability of knowledge in his actions, including teaching. This statement
does not mean that the engineer professor is not concerned with pedagogical actions or
does not reflect on his professional practices or broader educational issues. On the
contrary, all have stated and demonstrated that this knowledge is important for the exercise
of teaching and seek in some way to mold it. Other convergent points verified by the field
research were: the professor 'understanding of the students' level of interest, considered far
short of what was necessary; a fragile base of knowledge in mathematics and science by
the students, which makes the exercise of the teaching activity difficult; the social
devaluation of teaching work, especially when compared to the work of an engineer, and
the recognition of the marked influence of other professors in their current practices,
including the search for mirroring in these masters. / Essa pesquisa tem por objeto de estudo o Professor Engenheiro. O problema central da
pesquisa mostra-se presente em duas indagações: Como é a prática docente do Professor
Engenheiro? Quais os modos de ser, pensar, agir e ensinar do Professor Engenheiro?
Pretende-se compreender qual a maneira do Professor Engenheiro exercer a docência.
Busca-se saber como sua forma de ser, de trabalhar, de aprender, de pensar, de agir e de
perceber o mundo à sua volta influencia nas questões de sua prática pedagógica, uma vez
que não é licenciado. Em nenhum momento pretende-se apresentar soluções para os
problemas, mas apenas uma construção coletiva, buscando alternativas para prática
pedagógica do pesquisador. Não se desejam velhas respostas, mas sim novos
questionamentos. Como estratégia metodológica de investigação, adota-se a pesquisa
participante, realizada com Professores Engenheiros do curso de Engenharia Civil do
Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), Câmpus Aparecida de
Goiânia. O estudo foi desenvolvido retomando-se aspectos históricos, culturais e sociais
dessa instituição, pois a compreensão da memória, da história e da cultura escolar pode
ajudar no entendimento das relações sociais, educacionais, profissionais e pedagógicas no
espaço estudado. Pela análise do objeto de pesquisa, o trabalho necessariamente se
encaminhou para a pesquisa qualitativa, uma vez que o interesse é estudar o Professor
Engenheiro, seus modos de agir, de ser e sua história no contexto socioprofissional a partir
da sua própria percepção e das condições que o cercam. O levantamento dos dados foi
realizado por meio de entrevistas semiestruturadas que possibilitaram a construção e a
composição da resposta pelo professor, permitindo assim extrair mais informações. Foram
utilizadas seis categorias de trabalho que permitiram melhor sistematização da pesquisa de
campo por parte do pesquisador. Do ponto de vista dos aportes teórico-metodológicos,
orientaram os estudos conceitos do sociólogo Bourdieu (1983a, 1983b, 1989, 1996, 2003,
2007). Outros autores também contribuíram na fundamentação teórica desta pesquisa,
como: Tardif (2000, 2014), Freire (1991), Nóvoa (1995, 2013), Cunha (2014), Mészáros
(2005), Castro (2013), Bazzo (1998, 2006), Nogueira, M. e Nogueira C. (2004), Palacín
(2008), Brzezinski (2008, 2010), Baldino (2014), além de documentos institucionais e do
ordenamento jurídico brasileiro. Por meio dos estudos teóricos e da pesquisa de campo
realizada, pôde-se concluir que são características peculiares do Engenheiro e, portanto, do
Professor Engenheiro o pragmatismo e a necessidade da aplicabilidade imediata do
conhecimento em suas ações, incluindo assim a docência. Essa afirmação não significa que
o Professor Engenheiro não se preocupa com as ações pedagógicas ou que não reflete
sobre suas práticas profissionais ou sobre questões educacionais mais amplas. Ao
contrário, todos afirmaram e demonstraram ser importante esse conhecimento para o
exercício da docência e buscam de alguma forma apropriar-se dele. Outros pontos
convergentes verificados pela pesquisa de campo foram: a compreensão que os professores
têm sobre o nível de interesse dos estudantes, considerado muito aquém do necessário;
uma frágil base de conhecimentos em matemática e ciências pelos alunos, o que dificulta o
exercício da atividade docente; a desvalorização social do trabalho docente, sobretudo se
comparado ao trabalho de Engenheiro, e o reconhecimento da influência marcante de
outros professores em suas práticas atuais, inclusive a busca pelo espelhamento nesses
mestres.
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Improving reading comprehension by enhancing metacognitive competences : an evaluation of the reciprocal teaching method / Improving Reading Comprehension by enhancing Metacognitive Competences: An Evaluation of the Reciprocal Teaching methodDemmrich, Anke January 2005 (has links)
In an experimental study the attempt was made to examine the effects of the Reciprocal Teaching method on measures of metacognition and try to identify the effective features of this method that are necessary for the learning gains to occur. Reciprocal Teaching, originally developed by Palincsar and Brown (1984), is a very successful training program which was designed to improve student's reading comprehension skills by teaching them reading strategies. In the present study the tasks and responsibilities assumed by 5thgrade elementary students (N = 55) participating in a 16-session reading strategy training were varied systematically. Not only the students who participated in the training program in one of the three experimental conditions were compared with respect to knowledge and performance measures, but there was also a comparison to their control classmates who did not participate in strategy training (N = 86). Detailed analyses of video-taped sessions provided additional information.
<br><br>
The strategy training was most beneficial for measures of knowledge and performance more closely related to the content of the training program, namely knowledge about specific reading strategies taught in training and application of those strategies. No significant effects were observed for more distal measures (general strategy knowledge, reading comprehension). As for the features of the program, it could be shown that students of the two experimental conditions where the students were responsible for giving each other feedback on performance (with respect to both content and strategy application) and guiding the correction of the answer outperformed both the experimental condition in which the trainer was responsible for those tasks and the control group.
<br><br>
It is concluded that it is not merely the application of strategies, but the combination of strategy application with concurrent teaching and learning of metacognitive acquisition procedures (analysis, monitoring, evaluation, and regulation) in an inter-individual way as the precedent of these processes occurring intra-individually that seems to be an efficient way of acquiring metacognitive knowledge and skills. It was also shown that strategy training does not necessarily have to include the precise kind of interaction that characterizes the Reciprocal Teaching method. Instead, the tasks of monitoring, evaluating, and regulating other children's learning processes - i.e., tasks associated with the "teacher role" - are the ones that promote the acquisition of metacognitive knowledge and skills. Generally, any strategy training program that not only provides children with plentiful opportunities for practice, but also prompts them to engage in these kinds of metacognitive processes, may help children to acquire metacognitive knowledge and skills. / In einer experimentellen Studie wurden die Effekte der Methode Reziprokes Lehren auf verschiedene Maße von Metakognition sowie die Frage, welche Merkmale dieses Trainingsprogramms für die Lernzuwächse verantwortlich sind, untersucht. Beim Reziproken Lehren, einem sehr erfolgreiches Trainingsprogramm das von Palincsar und Brown (1984) entwickelt wurde um das Leseverständnis von Schülern zu verbessern, erlernen die Schüler verschiedene Lesestrategien. In der vorliegenden Studie wurden die Aufgaben und Verantwortlichkeiten von Schülern der 5. Klassenstufe (N = 55) in einem 16-stündigen Training systematisch variiert. Es wurden nicht nur das Wissen und die Leistungen der Schüler, die in einer der drei experimentellen Bedingungen an dem Lesetraining teilgenommen hatten, miteinander verglichen, sondern auch mit denen ihrer Klassenkameraden, die nicht an dem Strategietraining teilgenommen hatten (Kontrollgruppe, N = 86). Detaillierte Analysen der auf Video aufgezeichneten Trainingssitzungen lieferten zusätzliche Informationen.
Die größten Trainingseffekte zeigten sich vor allem bei Wissens- und Leistungsmaßen, die einen engeren Bezug zum Strategietraining haben (spezifisches Strategiewissen über die im Training erlernten Strategien und Anwendung der Strategien). Für trainingsfernere Maße wurden keine signifikanten Effekte gefunden (Allgemeines Strategiewissen, Leseverständnis). Die Schüler der beiden experimentellen Bedingungen, bei denen die Schüler sich gegenseitig Rückmeldungen sowohl auf den Inhalt als auch auf die Anwendung der jeweiligen Lesestrategie bezogen gaben und im Anschluß dann den anderen Schüler bei der Verbesserung der Antwort anleiteten, erbrachten bessere Leistungen und erwarben mehr metakognitives Wissen als Schüler der experimentellen Bedingung, in der der Trainer für diese Aufgaben zuständig war, und Schüler der Kontrollgruppe.
Die vorliegenden Befunde sprechen dafür, daß nicht die bloße Anwendung der Lesestrategien, sondern erst die Kombination von Strategieanwendung und der gleichzeitigen Vermittlung und Übung von metakognitiven Erwerbsprozeduren (d.h. Analyse, Überwachung, Evaluation und Regulation) auf inter-individueller Basis als Voraussetzung für das Auftreten dieser Prozesse im Individuum selbst (intra-individuell) eine effektive Methode für den Erwerb metakognitiven Wissens und metakognitiver Kompetenzen darstellt. Es konnte auch gezeigt werden, daß in einem Strategietraining die Interaktion nicht notwendigerweise auf die spezielle Art und Weise, wie das beim Reziproken Lehren der Fall ist, gestaltet werden muß. Stattdessen scheinen die Aufgaben der Überwachung, Evaluation und Regulation der Lernprozesse anderer Schüler - d.h. die Aufgaben, die die Kinder in der "Lehrer"-Rolle erfüllen - diejenigen zu sein, die den Erwerb von Metakognition unterstützen. Generell kann jedes Strategietraining, bei dem die Schüler nicht nur ausreichend Übungsgelegenheiten zur Anwendung von Strategien haben, sondern auch angeleitet werden, metakognitive Aufgaben zu übernehmen, hilfreich beim Erwerb metakognitiven Wissens und metakognitiver Fähigkeiten sein.
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