Metacognition in Educational Theory and Practice

Metacognition in Educational Theory and Practice

Metacognition in Educational Theory and Practice

Metacognition in Educational Theory and Practice


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.


Metacognition has been a topic of much interest in recent years. As a rough measure of this interest, a recent review of the literature referenced in PsycLIT for the years 1979 through 1995 indicated that 503 journal articles and 169 book chapters have been written on topics concerning metacognition. Although these articles and chapters range across a wide variety of topics, one trend is evident: A strong focus on theoretical aspects of metacognition in earlier writings has recently produced an equally strong focus on educational application. An earmark of the maturity and substance of a scientific concept is the shift it undergoes from theory to practice. Metacognition has undergone such a shift, and it is time to disseminate its educational potential to a wider audience.

The purpose of this volume is to examine ways in which metacognition has made the shift from theory to practice in education. The book is organized around four general areas relevant to education, and within those general areas specific topics have been addressed. Chapters 2 through 4 deal with metacognition in problem solving, and within that area, Roger Dominowski presents the effects of verbalization on problem solving, Janet Davidson and Robert Sternberg discuss general problem solving, and Martha Carr and Barry Biddlecomb address mathematical problem solving. Chapters 5 through 9 deal with metacognition in verbal comprehension: Barbara Sitko treats writing processes; Ruth Maki, José Otero, and Douglas Hacker discuss monitoring and control of reading processes; and Georgia García, Robert Jiménez, and P. David Pearson address bilingualism. Chapters 10 and 11 are concerned with metacognition in the education of nontraditional populations: Susan McGlynn addresses rehabilitation of impaired brain activity, and John Dunlosky and Christopher Hertzog discuss learning by older adults. Finally, chapters 12 through 14 deal with metacognition in studentship. Within this broad topic, Philip Winne and Allyson Hadwin address aspects of studying; Nancy Vye, Daniel Schwartz, John Bransford, Brigid Barron, Linda Zech, and The Cognition and Technology Group at . . .

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