Metacognition in Educational Theory and Practice

Herausgeber: Dunlosky, John; Hacker, Douglas J.; Graesser, Arthur C.

• Gebundenes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 422
• Erscheinungstermin: 1. März 1998
• Englisch
• Abmessung: 235mm x 157mm x 29mm
• Gewicht: 834g
• ISBN-13: 9780805824810
• ISBN-10: 0805824812
• Artikelnr.: 22206514

Autorenporträt

Douglas J. Hacker, John Dunlosky, Arthur C. Graesser

Inhaltsangabe

Contents: T.O. Nelson
Metacognitive Food for Thought in Educational Theory and Practice. Preface. D.J. Hacker
Definitions and Empirical Foundations. R.L. Dominowski
Verbalization and Problem Solving. J.E. Davidson
R.J. Sternberg
Smart Problem Solving: How Metacognition Helps. M. Carr
B. Biddlecomb
Metacognition in Mathematics From a Constructivist Perspective. B.M. Sitko
Knowing How to Write: Metacognition and Writing Instruction. R.H. Maki
Test Predictions Over Text Material. J. Otero
Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts. D.J. Hacker
Self-Regulated Comprehension During Normal Reading. G.E. García
R.T. Jiménez
P.D. Pearson
Metacognition
Childhood Bilingualism
and Reading. S.M. McGlynn
Impaired Awareness of Deficits in a Psychiatric Context: Implications of Rehabilitation. J. Dunlosky
C. Hertzog
Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves. P.H. Winne
A.F. Hadwin
Studying as Self-Regulated Learning. N.J. Vye
D.L. Schwartz
J.D. Bransford
B.J. Barron
L. Zech
The Cognition and Technology Group at Vanderbilt
SMART Environments That Support Monitoring
Reflection
and Revision. M. Pressley
S. Van Etten
L. Yokoi
G. Freebern
P. Van Meter
The Metacognition of College Studentship: A Grounded Theory Approach. J. Dunlosky
Epilogue. Linking Metacognitive Theory to Education.