Daniel L Dinsmore
Dados Biográficos
| ID | 1584154 |
|---|---|
| NOME | Daniel L Dinsmore |
| PRENOMES | Daniel L |
| SOBRENOME | Dinsmore |
| ASSINATURA | DINSMORE D L |
| AFILIAÇÕES | Department of Foundations and Secondary Education University of North Florida Jacksonville Florida USA |
| ORCID | 0000-0001-5456-0482 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 14 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Macro- and micro-level developmental changes in mathematics strategy use in higher education physics courses
The learning styles hypothesis is false, but there are patterns of student characteristics that are useful
The learning styles hypothesis—and particularly the meshing hypothesis—state that learners’ preferences about their preferred modality of learning (i.e., visual, aural, or kinesthetic) predict learning gains on academic tasks. Despite the fact that this hypothesis is not borne out by the scientific evidence available to us, it still remains in widespread classroom use. This article begins by discussing the evidence against learning styles. Second…
Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning
The intersection between depth and the regulation of strategy use
The focus of most educational research is to address how learners move towards more effective problem-solving or how learning during a task can be more facilitative to help those learners effectively solve future problems. The multitude of processes that individuals engage in during problem-solving or learning has been at the heart of empirical and theoretical inquiry designed to uncover how learners’ processing can best be facilitated to maximiz…
Multiple aspects of high school students' strategic processing on reading outcomes
BackgroundWhile the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important.AimsThis study examines how multiple aspects of s…
The relation between cognitive and metacognitive strategic processing during a science simulation
BackgroundThis investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion.AimsThis study addressed current issues in s…
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
The relation between cognitive and metacognitive strategic processing during a science simulation
BackgroundThis investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion.AimsThis study addressed current issues in s…
Multiple aspects of high school students' strategic processing on reading outcomes
BackgroundWhile the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important.AimsThis study examines how multiple aspects of s…
Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning
The intersection between depth and the regulation of strategy use
The focus of most educational research is to address how learners move towards more effective problem-solving or how learning during a task can be more facilitative to help those learners effectively solve future problems. The multitude of processes that individuals engage in during problem-solving or learning has been at the heart of empirical and theoretical inquiry designed to uncover how learners’ processing can best be facilitated to maximiz…
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
The intersection between depth and the regulation of strategy use
The focus of most educational research is to address how learners move towards more effective problem-solving or how learning during a task can be more facilitative to help those learners effectively solve future problems. The multitude of processes that individuals engage in during problem-solving or learning has been at the heart of empirical and theoretical inquiry designed to uncover how learners’ processing can best be facilitated to maximiz…
Multiple aspects of high school students' strategic processing on reading outcomes
BackgroundWhile the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important.AimsThis study examines how multiple aspects of s…
The relation between cognitive and metacognitive strategic processing during a science simulation
BackgroundThis investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion.AimsThis study addressed current issues in s…
Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning
The learning styles hypothesis is false, but there are patterns of student characteristics that are useful
The learning styles hypothesis—and particularly the meshing hypothesis—state that learners’ preferences about their preferred modality of learning (i.e., visual, aural, or kinesthetic) predict learning gains on academic tasks. Despite the fact that this hypothesis is not borne out by the scientific evidence available to us, it still remains in widespread classroom use. This article begins by discussing the evidence against learning styles. Second…
Macro- and micro-level developmental changes in mathematics strategy use in higher education physics courses
Psychology (5 obras) · Computer Science (4 obras) · Cognition (3 obras) · Cognitive psychology (3 obras) · Mathematics education (3 obras) · Metacognition (3 obras) · Cognitive strategy (2 obras) · Developmental psychology (2 obras) · Education, Achievement, and Giftedness (2 obras) · Educational Strategies and Epistemologies (2 obras)