Fostering Children's Cognitive Competence through Mediated Learning Experiences: Frontiers and Futures.

Autor/in	Fry, Prem S.
Titel	Fostering Children's Cognitive Competence through Mediated Learning Experiences: Frontiers and Futures.
Quelle	(1992), (352 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-398-05776-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Achievement; Behavior Development; Cognitive Development; Competence; Developmental Psychology; Educational Sociology; Elementary Secondary Education; Learning Theories; Metacognition; Self Control; Self Efficacy; Social Psychology; Social Theories; Teacher Role; Thinking Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Performance; Leistung; Kognitive Entwicklung; Kompetenz; Entwicklungspsychologie; Bildungssoziologie; Erziehungssoziologie; Learning theory; Lerntheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Sozialpsychologie; Gesellschaftstheorie; Lehrerrolle; Denkfähigkeit
Abstract	Recent initiatives by child educators, school psychologists, and practitioners emphasize providing cognitive instruction and promoting cognitive competence in all children, not only the high-achieving or most intelligent students. This book reviews efforts of cognitively-oriented educators, with the objective of translating knowledge into improved practice for the teacher or other expert mediator. The chapters are as follows: (1) "Issues in Conceptualizing Children's Cognitive Competence"; (2) "Concepts of Child Competence: Themes, Variations, and Perspectives"; (3) "A Socio-Instructional Approach to Promoting Children's Cognitive Competence Development: A Vygotskian Perspective"; (4) "Promoting Children's Cognitive Capacities Through Mediated Learning Experiences: Glimpses into the Instrumental Enrichment Program, Inquiry Method, and a Philosophy for Children Program"; (5) "The Role of Metacognitive Knowledge and Metacognitive Experience in Children's Competence Development"; (6) "A Conceptual Analysis of Children's Self-Efficacy and Self-Regulation Development as Related to Child Competence Development"; and (7) "Creating a Disposition to Higher Order Learning, Problem Solving and the Development of Critical and Creative Thinking Abilities of Children." Chapter 8, "Epilogue," recommends further research to deal with the following questions: (1) at what developmental level do children learn various aspects of critical thinking; (2) at what stage of cognitive development can students transfer knowledge learned in one context into a new context; and (3) how should instruction for competency skill development differ for students of different ability levels? References are listed at the end of each chapter. (BGC)
Anmerkungen	Charles C. Thomas, Publisher, 2600 South First Street, Springfield, IL 62794-9265 (cloth, $66.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC