Ebook: Metacognition in Learning and Instruction: Theory, Research and Practice

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.

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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.

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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.
Content:
Front Matter....Pages i-xxi
Front Matter....Pages 1-2
Promoting General Metacognitive Awareness....Pages 3-16
Metacognition in Basic Skills Instruction....Pages 17-32
Developing Students’ Metacognitive Knowledge and Skills....Pages 33-68
The Ability to Estimate Knowledge and Performance in College: A Metacognitive Analysis....Pages 69-83
Front Matter....Pages 85-85
Cognitive, Metacognitive, and Motivational Aspects of Problem Solving....Pages 87-101
Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English and Social Studies Classrooms....Pages 103-124
Front Matter....Pages 125-125
Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics....Pages 127-148
Teaching Metacognitively....Pages 149-172
Metacognition in Science Teaching and Learning....Pages 173-201
Front Matter....Pages 203-203
Enhancing Self-Monitoring during Self-Regulated Learning of Speech....Pages 205-228
Metacognition and EFL/ESL Reading....Pages 229-243
Front Matter....Pages 245-245
Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?....Pages 247-260
Back Matter....Pages 261-290

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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.
Content:
Front Matter....Pages i-xxi
Front Matter....Pages 1-2
Promoting General Metacognitive Awareness....Pages 3-16
Metacognition in Basic Skills Instruction....Pages 17-32
Developing Students’ Metacognitive Knowledge and Skills....Pages 33-68
The Ability to Estimate Knowledge and Performance in College: A Metacognitive Analysis....Pages 69-83
Front Matter....Pages 85-85
Cognitive, Metacognitive, and Motivational Aspects of Problem Solving....Pages 87-101
Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English and Social Studies Classrooms....Pages 103-124
Front Matter....Pages 125-125
Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics....Pages 127-148
Teaching Metacognitively....Pages 149-172
Metacognition in Science Teaching and Learning....Pages 173-201
Front Matter....Pages 203-203
Enhancing Self-Monitoring during Self-Regulated Learning of Speech....Pages 205-228
Metacognition and EFL/ESL Reading....Pages 229-243
Front Matter....Pages 245-245
Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?....Pages 247-260
Back Matter....Pages 261-290
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