Metacognitive Knowledge
Development, Application, and Improvement
Seiten
2017
Information Age Publishing (Verlag)
9781641130226 (ISBN)
Information Age Publishing (Verlag)
9781641130226 (ISBN)
This book explores adolescent students' development of higher-order thinking and metacognitive knowledge for independent learning and problem solving. It describes a research project on students' abilities and views, offering insights into their development of metacognitive knowledge across domains and providing evidence for theory building.
An important goal in contemporary educational psychology research is adolescent students’ development of higher-order thinking, which includes, among other things, that these students become competent and independent learners and problem solvers. This goal comes forth from the notion of education for life that emphasizes that students can direct their learning and problem solving of their own accord. Especially high-school students can encounter difficulties in independent learning and problem solving when they make the transition to higher education. To counter this, these students need to possess, among other things, metacognitive knowledge, which they may have insufficiently.
This book offers new insights about late adolescent students’ understanding of their metacognitive knowledge regarding learning and problem solving. It offers a description of a research project conducted to obtain a better understanding of the students’ abilities and views with respect to what their metacognitive knowledge encompasses, and how they attempt to develop, apply, and improve this knowledge regarding learning and the solving of mathematical and first-language problems in a more effective way of their own accord. Specifically, the results of the studies of the research project enable us to understand metacognitive knowledge better, in that it provides explanations about the students’ development of this knowledge across domains. This book offers further details in terms of providing evidence for theory building regarding metacognitive knowledge.
An important goal in contemporary educational psychology research is adolescent students’ development of higher-order thinking, which includes, among other things, that these students become competent and independent learners and problem solvers. This goal comes forth from the notion of education for life that emphasizes that students can direct their learning and problem solving of their own accord. Especially high-school students can encounter difficulties in independent learning and problem solving when they make the transition to higher education. To counter this, these students need to possess, among other things, metacognitive knowledge, which they may have insufficiently.
This book offers new insights about late adolescent students’ understanding of their metacognitive knowledge regarding learning and problem solving. It offers a description of a research project conducted to obtain a better understanding of the students’ abilities and views with respect to what their metacognitive knowledge encompasses, and how they attempt to develop, apply, and improve this knowledge regarding learning and the solving of mathematical and first-language problems in a more effective way of their own accord. Specifically, the results of the studies of the research project enable us to understand metacognitive knowledge better, in that it provides explanations about the students’ development of this knowledge across domains. This book offers further details in terms of providing evidence for theory building regarding metacognitive knowledge.
Preface.
Introduction to Metacognitive Knowledge.
Chapter 1. The Research Project.
Chapter 2. Worthwhileness and Materials.
Chapter 3. Overview of Metacognitive Knowledge.
Chapter 4. Applying Metacognitive Knowledge: Effective Planning.
Chapter 5. Developing Metacognitive Knowledge: Sel-Induced Sel-Reflective Thinking.
Chapter 6. Improvement Techniques: Deliberate Practice and Hypothesis Testing.
Chapter 7. Synthesis.
Chapter 8. Instructional Implications in Constructing Metacognitive Knowledge: Can Inquir-Based Learning Provide for a Solution?
Appendices.
References.
About the Author.
| Erscheinungsdatum | 19.09.2017 |
|---|---|
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 530 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie | |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Geisteswissenschaften ► Psychologie ► Verhaltenstherapie | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-13 | 9781641130226 / 9781641130226 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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