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Zusatztext 'This book addresses the critical issue of how to promote students' use of effective learning strategies. The chapters provide strong theoretical and empirical support for applications drawn from international settings. Researchers and practitioners alike will benefit from the comprehensive coverage of this topic.' - Dale H. Schunk! The University of North Carolina! USA'"? the search for information is a complex task that places high demand on content-related prior knowledge! self-regulatory skills! working memory capacity! and basal reading skills." (Stadler et. al.! P.48) As illustrated in this one sentence! chapter after chapter of this important book gives the lie to populist strategy of posing a binary opposition between content knowledge and "21st century" skills or capabilities. The strong and necessary role of knowledge in capability development is clearly exemplified and theorised. The book is an invaluable source for teacher educators and teachers who want their students' new knowledge and skills to endure-and be used-well beyond the next test or exam.' - Rosemary Hipkins! Chief researcher! New Zealand Council for Educational Research Informationen zum Autor Emmanuel Manalo is a professor at the Graduate School of Education at Kyoto University! Japan.Yuri Uesaka is an assistant professorin the Division of Educational Psychologyat the Graduate School of Education at the University of Tokyo! Japan.Clark Chinn is a professor in the Department of Educational Psychology at Rutgers University! USA. Zusammenfassung In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students’ spontaneity in the use of learning and reasoning strategies. Inhaltsverzeichnis Introduction (Emmanuel Manalo! Yuri Uesaka! & Clark Chinn)Part 1: Theory section1. Eliciting and Building upon Student-Generated Solutions: Evidence from Productive Failure (Manu Kapur! Ngan Hoe Lee! & June Lee)2. Promoting Learners' Spontaneous Use of Effective Questioning: Integrating Research Findings Inside and Outside of Japan (Yoshinori Oyama)3. Learning from multiple documents: How can we foster multiple document literacy skills in a sustainable way? (Mark Stadtler! Rainer Bromme! & Jean-Francois Rouet)4. How to Address Student's Lack of Spontaneity in Diagram Use: Eliciting Educational Principles for the Promotion of Spontaneous Learning Strategy Use in General (Yuri Uesaka & Emmanuel Manalo)5. Obstacles to the Spontaneous Use of Learning Strategies (and Some Approaches to Overcome Them) (Christof Wecker & Andreas Hetmanek)Part 2: Research section6. Second Language Vocabulary Learning: Are Students Cognitive Misers and! If So! Why? (Emmanuel Manalo & Marcus Henning)7. The Effect of Teaching Styles on Students' Learning Strategy Use and Interest in Studying Science (Etsuko Tanaka)8. Effects of Students' Perceptions of Test Value and Motivation for Learning on Learning Strategy Use in Mathematics (Masayuki Suzuki & Yuan Sun)9. Applying Metacognition Theory to the Classroom: Decreasing Illusion of Knowing to Promote Learning Strategy Use (Tatsushi Fukaya)10. Preparatory Learning Behaviors for English as a Second Language Learning: The Effects of Teachers' Teaching Behaviors During Classroom Lessons (Keita Shinogaya)11. Developing Regulation Strategies through Computer-Supported Knowledge Building among Tertiary Students (Chunlin Lei & Carol Chan)Part 3: Practice section12. Three Approaches to Promoting Spontaneous Use of Learning Strategies: Bridging the Gap Between Research and School Practices (Shin'ichi Ichikawa! Yuri Uesaka! & Emmanuel Manalo)13. Coding Dosage of Teachers' Implementation of Activities Using ICAP: A Video Analysis (Glenda S. Stump! Na Li! Seokmin Kang! David Yaghmourian! Dongchen Xu! Joshua Adams! Katherine L. McEldoon! Matthew Lancaster! and Michelene T. H. Chi)14. Development and Improvement of a Learnin...
