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7.1 Thinking about thinking and learning how to learn: the importance of metacognition

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7.1 Thinking about thinking and learning how to learn: the importance of metacognition

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Chapter 7.1 is all about metacognition, which is "thinking about your own thinking". It's about understanding how your brain works, looking at your own cognitive process, and using strategies that help you learn and remember better. Cognitive process is when learners go far beyond what they learn. The chapter also talks about metacognitive awareness, which means what learners know about thinking and learning.

This chapter also explores a few important topics. It explains cognitive load, and how our thinking changes as we grow up. (table 7.1) Also, it shows different ways to learn, like taking notes, and making summaries (overt) and those we can't see, like recognizing what's important and keeping track of our learning (covert). It also touches on the "illusion of knowing", self-explanation, and self-questioning in learning. It also looks at factors that influence our learning strategies. It covers epistemic beliefs and metacognitive strategies in the digital age, using hypermedia and scaffolding to support learning. Lastly, it goes over metacognition in students with diverse backgrounds and disabilities.

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In this chapter, we learn about transfer, which means how what you learn in one situation can help you in a subsequent situation. We find out that transfer is more likely to happen when what you learn seems relevant in different disciplines, and real life situations. Transfer can be positive, negative, specific or general. We also explore the formal discipline view of transfer and what makes it work. For example, we see that understanding things deeply is better than just memorizing. We also discover how authentic activities and computer simulations can help with practicing the possibility of transfer happening.

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In this chapter, we explore problem solving and creativity. Problem solving means using what you know to solve troubling situations, while creativity is when you come up with new and valuable ideas or products. It talks about convergent thinking, which is combining information to create a new idea, and divergent thinking, which is generating many ideas from one starting point. We also look at well-defined and ill-defined problems, and what factors affect how well we problem solve. It also teaches about strategies like mental sets, algorithms, heuristics, and problem-based learning. It also discusses ways to foster creative thinking, asking higher level questions, and using computer technology to help with problem solving. The chapter also goes over intelligent tutoring systems as well.

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This chapter goes over critical thinking which is evaluating the accuracy, credibility, and worth of information and lines of reasoning. It is reflective, logical and evidence based. It goes over the misconception called gambler's fallacy. It explains verbal reasoning, probabilistic reasoning, and scientific reasoning. It also discussed the many ways to encourage digital thinking in the classroom, outside world and the cyberspace. It shows ways to foster critical thinking.

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7.5 Diversity in transfer, problem solving, creativity and critical thinking

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7.5 Diversity in transfer, problem solving, creativity and critical thinking

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This chapter emphasizes the significance if critically evaluating scientific evidence and being ready to respond to opposing viewpoints. It encourages respecting diversity in culture and opinions among students. Additionally, it outlines strategies for promoting advanced thinking skills in students with special educational needs. These can be needs such as; cognitive and educational difficulties, social or behavioral problems, general delays in cognitive and social functioning, physical or sensory challenges, advanced cognitive development.

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8.1 Basic assumptions of contextual theories

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8.1 Basic assumptions of contextual theories

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This chapter talks about the five different types of assumptions surrounding contextual theories of learning, which are;

1.The brain functions in close collaboration with rather than in isolation from the rest of the body.

2. Acquired knowledge and skills are often tied to specific physical, social, or cultural activities and environments. 3. Learners often think and perform more effectively when they can offload some of the cognitive burden onto something or someone else.

4. Learners sometimes learn more effectively when they collaborate with others to co-construct meaning.

5. With the help and guidance of more knowledgeable individuals, learners benefit from the accumulated wisdom of their cultural group.

This chapter also goes over topics such as situated learning, distributed cognition, social constructivism, and sociocultural theory.

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This chapter delves into the significance of social interactions in the learning context, emphasizing how mediated learning experiences facilitate the connection of observations to specific concepts. It discusses student-peer interactions, highlighting their advantages, the importance of fostering a learning community, while also addressing potential drawbacks. The chapter further explores the concept of knowledge within the classroom and introduces the 'jigsaw technique', which means when students master a knowledge in a certain topic and then teach it to others or share their knowledge with other classmates.

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This chapter explores the impact of learner's cultural backgrounds on their understanding of new information and experiences. It defines culture as the traditions and beliefs transmitted from one generation to the next within social groups. The chapter delves into how learners develop schemas, scripts, and worldviews, which are integral aspects of their culture, with worldviews representing their fundamental beliefs about reality. It discusses the concept of communities of practice, legitimate peripheral participation, and how educators can assist students in understanding their educational community.

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This chapter delves into how the fundamental aspects of society influence the learning process. It defines society as a vast and long-lasting entity with well defined social and economic systems, collective institutions, and activities. The chapter explores topics such as the shared knowledge within a society, genuine activities, project-based learning, and the connection between classroom activities and real world situations. It gives many examples of different authentic activities, similar to those students encounter in the outside world.

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This chapter focuses on the impact of digital technologies on classroom teaching. It addresses the widespread use of technology in contemporary society, the accessibility of both information and misinformation. The chapter explores e-learning and it's various benefits for education, effective ways to integrate technology in the classroom, the importance of technological literacy, information literacy, and provide an overview of online learning.

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This chapter is all about how we can be good at reading and understanding different subjects. It talks about teaching different subjects together and focuses on four general domains: language arts, math, science, and social studies, each with its own strategies and rules for learning.

In language arts, it covers things like learning to read and write well. it also talks about how to become a skilled writer and ways to help students get better at reading and writing.

In math, it's about understanding things like numbers and counting. It suggests using tools like number lines to help students understand fractions. In science, it breaks down the steps to make scientific reasoning and discusses ways to teach science effectively. In social studies, it's about understanding history and geography. It also talks about exclusivity in history, because these domains have historically been dominated by men because women and other minorities did not have the same opportunities as men in these areas, and how it is important to have diversity in history from different kinds of people and how to help students with special needs.