Metacognition in Learning and Instruction: Theory, Research and Practice

by Hope J. Hartman (Editor)

Overview

Contributions by leading experts and others to understanding the crucial role of metacognition in relation to broad areas of education make this collection a uniquely stimulating book. It encompasses metacognition in both the neglected area of teaching and the more well-established area of learning. The twelve chapters contribute to our understanding of the construct of metacognition and to its role in both teaching and learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. It is organized into four major sections which address metacognition in relation to students' learning, motivation, and culture; and to teachers' metacognition about instruction. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university. Dr. Robert J. Sternberg, IBM Professor of Psychology at Yale University, is the discussant.

Product Details

ISBN-13:	9780792368380
Publisher:	Springer Netherlands
Publication date:	02/28/2001
Series:	Neuropsychology and Cognition , #19
Edition description:	2001
Pages:	290
Product dimensions:	6.10(w) x 9.25(h) x 0.03(d)

Table of Contents

I: Student’s Metacognition and Cognition.- 1 Promoting General Metacognitive Awareness.- 2 Metacognition in Basic Skills Instruction.- 3 Developing Students’ Metacognitive Knowledge and Skills.- 4 The Ability to Estimate Knowledge and Performance in College: a Metacognitive Analysis.- II: Students’ Metacognition and Motivation.- 5 Cognitive, Metacognitive, and Motivational Aspects of Problem Solving.- 6 Contextual Differences in Student Motivation and Self-regulated Learning in Mathematics, English and Social Studies Classrooms.- III: Student’s Metacognition and Teaching.- 7 Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.- 8 Teaching Metacognitively.- 9 Metacognition in Science Teaching and Learning.- IV: Students’ Metacognition and Culture.- 10 Enhancing Self-Monitoring during Self-Regulated Learning of Speech.- 11 Metacognition and EFL/ESL Reading.- V: Conclusion.- 12 Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?.- Author Index.