Yuri Uesaka
Datos Biográficos
| ID | 10102802 |
|---|---|
| NOMBRE | Yuri Uesaka |
| NOMBRES | Yuri |
| APELLIDO | Uesaka |
| FIRMA | UESAKA Y |
| AFILIACIONES | The University of Tokyo |
| ORCID | 0000-0003-3229-3808 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
The mind, not the pen
Notetaking is a prevalent learning activity across various educational levels, yet spontaneous notetaking does not necessarily benefit students from learning. The effect of notetaking varies depending on how it is used. Deep notetaking, which activates the cognitive, metacognitive, and resource management functions of notetaking, has been associated with learning outcomes, but empirical evidence for its impact on lecture understanding remains lim…
Spontaneous use of PCK to teach mathematics among elementary school teachers
Identification of Cognitive Activities That Underlie Variations in Lecture Note-Taking
Lecture note-taking has been proven beneficial for learning at different educational levels. Previous studies have largely focused on the relationship between the outcomes of note-taking on a blank paper (e.g., measurements of the quantity and/or quality of notes taken) and student learning performance. However, there is no consensus as to what makes good notes. It is difficult to judge whether lecture note-taking is effective based only on the m…
Analyzing students’ learning strategies using item response theory
Many previous studies related to self-regulated learning have demonstrated that students with higher academic achievement tend to use varied and effective learning strategies. However, they cannot acquire these strategies in a short period. If learning strategies are acquired and used gradually, it may help specify individual levels of use and teach its usage in a reasonable order. Therefore, this study analyzed data on strategy use with item res…
Sin obras prominentes en esta página.
Identification of Cognitive Activities That Underlie Variations in Lecture Note-Taking
Lecture note-taking has been proven beneficial for learning at different educational levels. Previous studies have largely focused on the relationship between the outcomes of note-taking on a blank paper (e.g., measurements of the quantity and/or quality of notes taken) and student learning performance. However, there is no consensus as to what makes good notes. It is difficult to judge whether lecture note-taking is effective based only on the m…
Analyzing students’ learning strategies using item response theory
Many previous studies related to self-regulated learning have demonstrated that students with higher academic achievement tend to use varied and effective learning strategies. However, they cannot acquire these strategies in a short period. If learning strategies are acquired and used gradually, it may help specify individual levels of use and teach its usage in a reasonable order. Therefore, this study analyzed data on strategy use with item res…
Spontaneous use of PCK to teach mathematics among elementary school teachers
The mind, not the pen
Notetaking is a prevalent learning activity across various educational levels, yet spontaneous notetaking does not necessarily benefit students from learning. The effect of notetaking varies depending on how it is used. Deep notetaking, which activates the cognitive, metacognitive, and resource management functions of notetaking, has been associated with learning outcomes, but empirical evidence for its impact on lecture understanding remains lim…
Computer Science (3 obras) · Innovative Teaching and Learning Methods (3 obras) · Mathematics education (3 obras) · Psychology (3 obras) · Cognition (2 obras) · Cognitive and developmental aspects of mathematical skills (2 obras) · Visual and Cognitive Learning Processes (2 obras) · Artificial Intelligence (1 obras) · Cognitive bias (1 obras) · Developmental psychology (1 obras)