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Cognition, Metacognition and Academic Performance by Michael C. W. Yip Pdf
Learning strategies and academic performance have been extensively investigated but relatively few studies were conducted in East Asia. This volume presents a reflection on the current status of metacognition and academic performance in the East Asian region. It serves to provide a more complete picture of the global study of how students‘ learning and studying strategies affect their acdemic performance. This book will be of interest to researchers and educators in the area of education, education psychology, cross-cultural studies, education policy, curriculum and instruction and regional studies.
Metacognition in Learning and Instruction by Hope J. Hartman Pdf
Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Meta-cognition by Michael F. Shaughnessy,Marcel Veenman,Cynthia Kleyn Kennedy Pdf
Over the past two decades, the word 'metacognition' has become a regularly used part of our language and vocabulary in both psychology and education. Many research articles have been written about it, the conceptualisation of this construct has expanded, and conferences abound with investigations and empirical research into various facets of this domain. This book provides some of the most recent research by scholars from various parts of the world. It includes differing perspectives -- some empirical, some theory driven, and some application papers. The book focuses on metacognition and it's relevance to gifted and highly able students. Many of the papers focus directly and specifically on this; others are more tangential in nature.
Self-Regulated Learning, Cognition and Metacognition by Eduard Balashov Pdf
"Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However, most studies on self-regulated learning have been prepared in the tradition more specifically focused at its mechanisms, types etc. Although self-regulated learning as a topic is far from being new, the studies, specifically placing self-regulated learning in the context of its cognitive and metacognitive aspects perspective, are rarer. The aim of this book is to precisely further explore this perspective, using theoretical and empirical data from various sources all over the globe. The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition. However, this book deals not only with the theoretical research of the various aspects of self-regulated learning. Other intriguing issues have also been examined, such as why self-regulated learning is so effective, its linkage with cognitive psychology research; developmental trends of adolescents' learning strategies and academic motivation in relation to age and gender; self-regulatory climate in college math labs; metacognitive self-regulated models in math learning for students with special needs; cognitive and metacognitive strategy use in reading; students' goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations; self-regulated cognitive and metacognitive learning strategy use and access to online learning activities to university students' academic success in a blended context etc. Qualitative and quantitative approaches to the research have produced better insight and deeper understanding of the students' goals and motives, as well as attitudes and differences in their academic achievements. Some of the chapters in this book present the empirical results of in-depth interviews, discussions and participant observation. I hope that my contribution in this book will advance our understanding of the variety in cognitive and metacognitive aspects of self-regulated learning; the differences between the attitudes and genders; the impact of cognition and metacognition on self-regulated learning of students and their academic excellence. I also hope that this book will contribute to further recognition of self-regulated learning as an interesting and important topic for further scientific research. I wish to thank to all those who have contributed to the preparation of this book. As editor, I invited scholars from different disciplines and countries to prepare their contributions in order to get the broadest possible overview of the current status of knowledge in the sphere of self-regulated learning, its connection with cognition and metacognition. I believe that the resulting variation has been properly reflected in this book. I thank all the authors not only for their contribution, but also for their accuracy during the preparation of the appropriate chapters"--
Handbook of Metacognition in Education by Douglas J. Hacker,John Dunlosky,Arthur C. Graesser Pdf
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Metacognition, Strategy Use, and Instruction by Harriet Salatas Waters,Wolfgang Schneider Pdf
Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.
Metacognition in Young Children by Shirley Larkin Pdf
Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life. This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors. This book includes: Real classroom examples, taking account of the whole child, socio-cultural context and the curriculum Practical examples of developing metacognition across the curriculum Advice on building metacognitive environments in the classroom Development of metacognition theory Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults. It offers practical advice supported by theory and evidence.
Handbook of Metacognition in Education by Douglas J. Hacker,John Dunlosky,Arthur C. Graesser Pdf
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Teach Students How to Learn by Saundra Yancy McGuire Pdf
Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
New Perspectives on Affect and Learning Technologies by Rafael A. Calvo,Sidney K. D'Mello Pdf
This monograph integrates theoretical perspectives on affect and learning with recent research in affective computing with an emphasis on building new learning technologies. The "new perspectives" come from the intersection of several research themes: -Basic research on emotion, cognition, and motivation applied to learning environments -Pedagogical and motivational strategies that are sensitive to affective and cognitive processes -Multimodal Human Computer Interfaces, with a focus on affect recognition and synthesis -Recent advances in affect-sensitive Intelligent Tutoring Systems -Novel methodologies to investigate affect and learning -Neuroscience research on emotions and learning
Trends and Prospects in Metacognition Research by Anastasia Efklides,Plousia Misailidi Pdf
Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings. Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.
Cognition, Metacognition, and Culture in STEM Education by Yehudit Judy Dori,Zemira R. Mevarech,Dale R. Baker Pdf
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Metacognition in Educational Theory and Practice by Douglas J. Hacker,John Dunlosky,Arthur C. Graesser Pdf
This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.
Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature.
