Metacognition in learning and instruction
Subtitle: theory, research and practice
By: edited by Hope J. Hartman
Series: Neuropsychology and cognition -- 19; Neuropsychology and cognition -- 19.
Published: 2001
Language: eng
Number of pages: 287
ISBN-13: 9789401722438
Subjects: Psychology; Cognitive Psychology; Metacognition; Learning & Instruction; Artificial Intelligence (incl. Robotics); Psychology, general; Teaching; Psychology of Learning
Description: 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.
Notes: Includes bibliographical references and indexes.

Print version record.
Table of contents: title: Promoting general metacognitive awareness / Gregory Schraw; title: Metacognition in basic skills instruction / Annette F. Gourgey; title: Developing students' metacognitive knowledge and skills / Hope J. Hartman; title: The ability to estimate knowledge and performance in college : a metacognitive analysis / Howard T. Everson and Sigmund Tobias; title: Cognitive, metacognitive, and motivational aspects of problem solving / Richard E. Mayer; title: Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms / Christopher A. Wolters and Paul R. Pintrich; title: Mathematics teaching as problem solving : a framework for studying teacher metacognition underlying instructional practice in mathematics / Alice Artzt & Eleanor Armour-Thomas; title: Teaching metacognitively / Hope J. Hartman; title: Metacognition in science teaching and learning / Hope J. Hartman; title: Enhancing self-monitoring during self-regulated learning of speech / Dorothy Ellis and Barry J. Zimmerman; title: Metacognition and EFL/ESL reading / Patricia L. Carrell, Linda Gajdusek, and Teresa Wise; title: Metacognition, abilities, and developing expertise : what makes an expert student? / Robert J. Sternberg.