Metacognitive Learning

Advancing Learning by Developing General Knowledge of the Learning Process
Softcover Nachdruck of the original 1. Auflage 2016
ISBN: 978-3-319-79626-0
Verlag: Springer International Publishing

Buch, Englisch, 162 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 277 g

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 process are discussed in this book through an overview of research studies. The book then describes how learners can develop along these levels and learn to effectively plan their learning. This book includes study and educational material centered on the learning and instruction of general knowledge of the learning process.

Zielgruppe

Research

Autoren/Hrsg.

Velzen, Joke van

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Lernen
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Metacognitive Learning: Focusing on General Knowledge of the Learning Process.- Metacognitive Knowledge in Theory.- General Knowledge of the Learning Process in Practice: What Does it Encompass?.- Instructional Implications: Developing General Knowledge of the Learning Process.- Lucy: How to Go from Learning Situations to Learning Experiences.- Lena: How to Go from Learning Experiences to Explicit General Knowledge of the Learning Process.-  How to Go from Explicit to Explanatory General Knowledge of the Learning Process.- Directing Learning by Setting Up a Learning Plan.- Epilogue – Metacognitive Learning from an Instructional Perspective.

Über Autor(innen)

Joke van Velzen is currently the head of the research project Sigmetack, which investigates the construct of metacognitive knowledge in learning, problem solving, and their educational implications. Previously, she was a visiting researcher at the Research Institute of Child Development and Education at the University of Amsterdam and the Head of Research Methods in the teacher training department at the Amsterdam University of Applied Studies. She has published several articles in journals such as American Educational Research Journal, Educational Studies, and Journal of Education for Teaching.