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Metacognition, Strategy Use, and Instruction

2009-09-01 Education
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Release : 2009-09-01
Genre : Education
Kind : eBook
Book Rating : 84X/5 ( reviews)

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Book Synopsis Metacognition, Strategy Use, and Instruction by : Harriet Salatas Waters

Download or read book Metacognition, Strategy Use, and Instruction written by Harriet Salatas Waters. This book was released on 2009-09-01. Available in PDF, EPUB and Kindle. Book excerpt: 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

2008-09-24 Psychology
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Release : 2008-09-24
Genre : Psychology
Kind : eBook
Book Rating : 23X/5 ( reviews)

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Book Synopsis Metacognition by : John Dunlosky

Download or read book Metacognition written by John Dunlosky. This book was released on 2008-09-24. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is the first textbook to focus on people's extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology. Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries currently on the cutting-edge of research. Key Features Emphasizes the practical relevance of theory and research in metacognition to learning with the use of "Application" boxes Introduces students to important questions that have yet to be answered by the metacognitive research literature with the inclusion of "Mystery" boxes Provides three easy-to-conduct demonstrations (e.g., tip-of-the-tongue experience, delayed-judgment-of-learning effect, etc.) that students can try themselves Offers brief biographies that introduce students to some of the most influential leaders in metacognition Includes a general summary at the end of each chapte Intended Audience This text is an ideal resource for undergraduate cognitive psychology students. It also serves as comprehensive handbook for more advanced students and psychological scientists engaged in the study of metacognitive processes.

Foundations of Metacognition

2012-09-06 Psychology
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Release : 2012-09-06
Genre : Psychology
Kind : eBook
Book Rating : 549/5 ( reviews)

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Book Synopsis Foundations of Metacognition by : Michael J. Beran

Download or read book Foundations of Metacognition written by Michael J. Beran. This book was released on 2012-09-06. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition refers to the awareness an individual has of their own mental processes (also referred to as ' thinking about thinking'). In the past thirty years metacognition research has become a rapidly growing field of interdisciplinary research within the cognitive sciences. Just recently, there have been major changes in this field, stimulated by the controversial issues of metacognition in nonhuman animals and in early infancy. Consequently the question what defines a metacognitive process has become a matter of debate: how should one distinguish between simple minds that are not yet capable of any metacognitive processing, and minds with a more advanced architecture that exhibit such a capacity? Do nonhuman animals process the ability to monitor their own mental actions? If metacognition is unique to humans, then at what stage in development does it occur, and how can we distinguish between cognitive and metacognitive processes? The Foundations of Metacognition brings together leading cognitive scientists to consider these questions. It explores them from three different perspectives: from an evolutionary point of view the authors ask whether there is sufficient evidence that some non-human primates or other animals monitor their mental states and thereby exhibit a form of metacognition. From a developmental perspective the authors ask when children start to monitor, evaluate und control their own minds. And from a philosophical point of view the main issue is how to draw the line between cognitive and metacognitive processes, and how to integrate the different functions in which metacognition is involved into a single coherent picture of the mind. The foundations of metacognition - whatever they will turn out to be - have to be as complex as this pattern of connections we discover in its effects. Bringing together researchers from across the cognitive sciences, the book is valuable for philosophers of mind, developmental and comparative psychologists, and neuroscientists.

Metacognition in Learning and Instruction

2013-06-29 Psychology
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Release : 2013-06-29
Genre : Psychology
Kind : eBook
Book Rating : 439/5 ( reviews)

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Book Synopsis Metacognition in Learning and Instruction by : Hope J. Hartman

Download or read book Metacognition in Learning and Instruction written by Hope J. Hartman. This book was released on 2013-06-29. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Metacognition in the Primary Classroom

2016-01-08 Education
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Release : 2016-01-08
Genre : Education
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Book Rating : 563/5 ( reviews)

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Book Synopsis Metacognition in the Primary Classroom by : Peter Tarrant

Download or read book Metacognition in the Primary Classroom written by Peter Tarrant. This book was released on 2016-01-08. Available in PDF, EPUB and Kindle. Book excerpt: Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don’t understand the what, the why and the how? This practical guide explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement. In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be in a better position to take actions in order to improve and to be able to learn best. An appendix of useful resources is also included, which offers a range of activities surrounding the language of learning, reflection and metacognition, as well essential advice on how to develop metacognition in the early years (4-8), middle years (8-10), and upper years (10-13). Metacognition in the Primary Classroom demonstrates how important it is for children to be well-enough informed to play an active role in learning better. Having the language skills to talk about your learning, and the opportunity to share ideas and strategies with others, enables all concerned to explore and develop approaches in order to learn better. This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning.

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