Results 131 to 140 of about 5,109 (238)

Three‐year‐old Children Make Explicit Metacognitive Judgments – If Asked Appropriately

Developmental Science, Volume 29, Issue 6, November 2026.
ABSTRACT Metacognition—the capacity to represent and reflect upon our knowledge and its sources—is fundamental for higher cognition and learning. Developmental research suggests that the ability to make explicit metacognitive judgments emerges surprisingly late, not before school age.
Marlene M. Meyer, Marina Proft, Jan Engelmann, Hannes Rakoczy   +3 more
wiley   +1 more source

Social media as a formative educational and cultural environment: an integrative conceptual framework for identity development among transnational youth. [PDF]

Front Sociol
Atallah FA.
europepmc   +1 more source

Caregiver–Child Spatial Talk During Museum Tinkering and Children's Spatial Language at Reflection: The Roles of Storytelling and STEM Belonging

Mind, Brain, and Education, Volume 20, Issue 4, November 2026.
ABSTRACT Informal learning experiences in museums can offer rich spatial learning opportunities crucial for STEM success, but questions remain about how to design activities that support both family engagement in spatial thinking and belonging. We examined whether integrating storytelling into a museum tinkering program would support families' spatial ...
Riley E. George, Lauren C. Pagano, David H. Uttal, Catherine A. Haden   +3 more
wiley   +1 more source

Scientific agency in preschool STEM: a play-based developmental model. [PDF]

Front Psychol
Konca AS, Ateş H.
europepmc   +1 more source

Blending Generative AI and Traditional Pedagogy in Geography Education: Evidence From a Pilot Study in Tanzania

Transactions in GIS, Volume 30, Issue 7, November 2026.
ABSTRACT This paper presents a pilot project exploring the integration of generative artificial intelligence (GenAI) into geography education in Zanzibar, Tanzania. Responding to systemic challenges such as overcrowded classrooms, teacher shortages, and limited resources, the study developed and implemented a localized, GenAI‐assisted teaching platform.
Siqin Wang, Xiao Huang, Xuebin Wei, Xianyi Li, Idowu Ajibade   +4 more
wiley   +1 more source

Emergent Learner Agency in Implicit Human–AI Collaboration: How Supportive and Contrarian AI Personas Reshape Interaction

Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026.
ABSTRACT Background As agentic artificial intelligence (AI) systems move beyond tool‐like support toward more autonomous, team‐like roles, a central question concerns the extent to which such systems can meaningfully participate in collaborative learning.
Yueqiao Jin, Roberto Martinez‐Maldonado, Dragan Gašević, Xibin Han, Lixiang Yan   +4 more
wiley   +1 more source

Characterization of the learning environment for teaching pharmaceutical care: a scoping review. [PDF]

BMC Med Educ
Ribeiro MAL, Hohenfeld DWA, Tavares TMA, Araújo-Neto FC, Mesquita AR, Brito GC, Lyra DP.   +6 more
europepmc   +1 more source

Deceptive Overgeneralization: When Adaptive Learning Enables Systematic Misapplication

Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026.
ABSTRACT Background Adaptive learning systems infer mastery from observed correctness, but this approach may fall short when learners exhibit ‘deceptive overgeneralization’—performing correct actions based on incomplete understanding. This phenomenon can mislead systems into prematurely stopping practice, leaving knowledge gaps unaddressed.
Marshall An, Bruce M. McLaren, John Stamper   +2 more
wiley   +1 more source

Advanced language learning: The contribution of Halliday and Vygotsky by Heidi Byrnes (Ed.)

Canadian Journal of Applied Linguistics, 2010
Hossein Nassaji
doaj  

Bridging psychiatric and educational metacognition: a perspective on insight and learning. [PDF]

Front Psychiatry
Szalisznyó K, Silverstein DN.
europepmc   +1 more source