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Thinking and Decision Making in Education
Submission Deadline: Jun. 30, 2015

This special issue currently is open for paper submission and guest editor application.

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Lead Guest Editor
Science Education Department, Düzce University, Düzce, Konuralp, Turkey
Guest Editor
  • Ömer Acar
    Science Education Department, Education Faculty, Kocaeli University, Kocaeli, Turkey
Guidelines for Submission
Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.
Papers should be formatted according to the guidelines for authors (see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=196). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.
Published Papers
The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.
Introduction
With effect of constructivism paradigm on education, students’ thinking and decision making process skills rise to prominence. So to develop students’ thinking and decision making skills become more important than before. Argumentation, problem solving, experiments, hands on activities and performance tasks are more general approaches that being use by teachers to develop students’ thinking and decision makes skills.

In any task, students’ thinking levels are different. Researchers stated that student’ knowledge about task and content knowledge, self-efficacies and awareness related to cognitive process effect students’ thinking levels. So students’ metacognitive knowledge and skills affect students’ thinking processes.

As a result we engage about title represented below in this special issue;

1. New trends in assessing students’ thinking and decision making skills
2. Students’ thinking process in problem solving, performance task etc.
3. Students’ decision making skills in problem solving and argumentation etc.
4. Students’ metacognitive knowledge and skill
5. Teaching approaches to develop students’ argumentation, thinking, decision making and metacognitive skills.
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