Metacognitive Learning Advancing Learning by Developing General Know
In this book, the educational theory of metacognitive learning and its instructional implications are used to describe and illustrate how learners can become effective or self-directive learners. First, three levels of general knowledge of the learning pr
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Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process
Metacognitive Learning
Joke van Velzen
Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process
Joke van Velzen Sigmetack/University of Amsterdam Amsterdam, Noord-Holland, The Netherlands
ISBN 978-3-319-24431-0 ISBN 978-3-319-24433-4 DOI 10.1007/978-3-319-24433-4
(eBook)
Library of Congress Control Number: 2015958351 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com)
Preface
In today’s schools, most students are taught how to summarize, take notes, and read for understanding, though mostly without specifically being taught how to figure out by themselves when and why these learning techniques can be most effective. Without obtaining a thorough understanding of the reasons behind the effectiveness of learning techniques, in that general knowledge of the learning process is being developed, learning can be hindered and become unnecessarily difficult, particularly, where new and unfamiliar learning tasks are concerned. This makes the development of general knowledge of the learning process essential for lifelong learning. In this book, the educational theory of metacognitive learning is presented. The educational theory of metacognitive learning finds its basis in educational and psychological research on metacognitive knowledge from a metacognition research perspective and three research studies. These three research studies have provided us with a better understanding of what adolescent students’ general knowledge of the learning process encompasses. Accordingly, it became possible to develop instructional implications with regard to students’ development of general knowledge of the learning process
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