metacognition
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills & Creativity, 50, https://doi.org/10.1016/j.tsc.2023.101425
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Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills & Creativity, 50, https://doi.org/10.1016/j.tsc.2023.101425
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Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills & Creativity, 50, https://doi.org/10.1016/j.tsc.2023.101425
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Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills & Creativity, 50, https://doi.org/10.1016/j.tsc.2023.101425
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Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills & Creativity, 50, https://doi.org/10.1016/j.tsc.2023.101425
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Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills & Creativity, 50, https://doi.org/10.1016/j.tsc.2023.101425
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Murphy, D.H, Halamish, V., Rhodes, M.G, & Castel, A.D.(2023). How evaluating memorability can lead to Unintended Consequences. Metacognition and Learning. January 2023,1-29. doi:10.1007/s11409-023-09332-3
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Murphy, D.H, Halamish, V., Rhodes, M.G, & Castel, A.D.(2023). How evaluating memorability can lead to Unintended Consequences. Metacognition and Learning. January 2023,1-29. doi:10.1007/s11409-023-09332-3
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Halamish, V., & Elias, D. (2022). Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect. Computers & Education, 190. https://doi.org/10.1016/j.compedu.2022.104606
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Halamish, V., & Elias, D. (2022). Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect. Computers & Education, 190. https://doi.org/10.1016/j.compedu.2022.104606
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Halamish, V. (2018)
Pre-service and in-service teachers' metacognitive knowledge of learning strategies. Frontiers in Psychology, 9, DOI: 10.3389/fpsyg.2018.02152
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Halamish, V. (2018)
Pre-service and in-service teachers' metacognitive knowledge of learning strategies. Frontiers in Psychology, 9, DOI: 10.3389/fpsyg.2018.02152
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Gidalevich, S., & Kramarski, B. (2017)
Guidance for metacognitive judgments: A thinking-aloud analysis inmath problem solving. Hellenic Journal of Psychology, 14(2):83-113
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Gidalevich, S., & Kramarski, B. (2017)
Guidance for metacognitive judgments: A thinking-aloud analysis inmath problem solving. Hellenic Journal of Psychology, 14(2):83-113
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Spektor-Levy, O., Basilio, M., Zachariou, A., & Whitebread, D. (2017)
Young Children’s Spontaneous Manifestation of Self-Regulation and Metacognition During Constructional Play Tasks. Teachers College Record, 119(13), 1-28
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Spektor-Levy, O., Basilio, M., Zachariou, A., & Whitebread, D. (2017)
Young Children’s Spontaneous Manifestation of Self-Regulation and Metacognition During Constructional Play Tasks. Teachers College Record, 119(13), 1-28
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Tzohar-Rozen, M., & Kramarski, B. (2017)
Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record,119(13), 1-26