Metacognition in Educational Theory and Practice

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

• ISBN13: 9780805824810
• ISBN10: 0805824812
• Format: Hardcover
• Copyright: 1998-03-01
• Publisher: Lawrence Erlbau

Summary

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.

Table of Contents

Foreword Metacognitive Food for Thought in Educational Theory and Practice	ix	(4)
Thomas O. Nelson
Preface	xiii
1 Definitions and Empirical Foundations	1	(24)
Douglas J. Hacker
2 Verbalization and Problem Solving	25	(22)
Roger L. Dominowski
3 Smart Problem Solving: How Metacognition Helps	47	(22)
Janet E. Davidson
Robert J. Sternberg
4 Metacognition in Mathematics From a Constructivist Perspective	69	(24)
Martha Carr
Barry Biddlecomb
5 Knowing How to Write: Metacognition and Writing Instruction	93	(24)
Barbara M. Sitko
6 Test Predictions Over Text Material	117	(28)
Ruth H. Maki
7 Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts	145	(20)
Jose Otero
8 Self-Regulated Comprehension During Normal Reading	165	(28)
Douglas J. Hacker
9 Metacognition, Childhood Bilingualism, and Reading	193	(28)
Georgia Earnest Garcia
Robert T. Jimenez
P. David Pearson
10 Impaired Awareness of Deficits in a Psychiatric Context: Implications for Rehabilitation	221	(28)
Susan M. McGlynn
11 Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves	249	(28)
John Dunlosky
Christopher Hertzog
12 Studying as Self-Regulated Learning	277	(28)
Philip H. Winne
Allyson F. Hadwin
13 SMART Environments That Support Monitoring, Reflection, and Revision	305	(42)
Nancy J. Vye
Daniel L. Schwartz
John D. Bransford
Brigid J. Barron
Linda Zech
The Cognition and Technology Group at Vanderbilt
14 The Metacognition of College Studentship: A Grounded Theory Approach	347	(20)
Michael Pressley
Shawn Van Etten
Linda Yokoi
Geoffrey Freebern
Peggy Van Meter
Epilogue Linking Metacognitive Theory to Education	367	(16)
John Dunlosky
Author Index	383	(18)
Subject Index	401