A model for promoting cognition, meta-cognition and motivation in the technological class: The theory of self-regulated learning

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Abstract

Educators widely acknowledge the advantages of project-based learning in technology and engineering over traditional schooling. However, teachers with a strong background in engineering often focus on learning specific subject matter and completing a technical work rather than developing students' learning competences. To address this situation, it is suggested to adapt the theory of self-regulated learning to the context of technology education, with a focus on promoting cognition, metacognition and motivation in the class. The guidelines for adapting this model for a reform in technology education in Israeli high schools, and preliminary outcomes from delivering an in-service course to teachers are discussed.

Original languageEnglish
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - 1 Jan 2010
Event2010 ASEE Annual Conference and Exposition - Louisville, KY, United States
Duration: 20 Jun 201023 Jun 2010

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