Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Author(s): Douglas J. Hacker, John Dunlosky, Arthur C. Graesser
Edition: 1
Publisher: Routledge
Year: 2009
Language: English
Pages: 462
Book Cover......Page 1
Title......Page 4
Copyright......Page 5
Contents......Page 6
Foreword......Page 9
Preface......Page 11
Acknowledgement......Page 12
1 A Growing Sense of “Agency”......Page 14
Part I Comprehension Strategies......Page 18
2 The Role of Metacognition in Understanding and Supporting Reading Comprehension......Page 20
3 The Role of Metacognition in Teaching Reading Comprehension to Primary Students......Page 39
Part II Metacognitive Strategies......Page 58
4 Question Generation and Anomaly Detection in Texts......Page 60
5 Self-Explanation and Metacognition: The Dynamics of Reading......Page 73
Part III Metacomprehension......Page 96
6 Metacognitive Monitoring During and After Reading......Page 98
7 The Importance of Knowing What You Know: A Knowledge Monitoring Framework for Studying Metacognition in Education......Page 120
Part IV Writing......Page 142
8 Metacognition and Children’s Writing......Page 144
9 Writing is Applied Metacognition......Page 167
Part V Science and Mathematics......Page 186
10 The Interplay of Scientific Inquiry and Metacognition: More than a Marriage of Convenience......Page 188
11 The Enigma of Mathematical Learning Disabilities: Metacognition or STICORDI, That’s the Question......Page 219
Part VI Individual Differences......Page 232
12 Context Matters: Gender and Cross-Cultural Differences in Confidence......Page 234
13 Teachers as Metacognitive Professionals......Page 253
Part VII Self-Regulated Learning......Page 270
14 Supporting Self-Regulated Learning with Cognitive Tools......Page 272
15 Effective Implementation of Metacognition......Page 291
16 Self-Regulation: Where Metacognition and Motivation Intersect......Page 312
Part VIII Technology......Page 330
17 Self-Regulated Learning with Hypermedia......Page 332
18 Interactive Metacognition: Monitoring and Regulating a Teachable Agent......Page 353
Part IX Tutoring......Page 372
19 Meta-Knowledge in Tutoring......Page 374
20 In Vivo Experiments on Whether Supporting Metacognition in Intelligent Tutoring Systems Yields Robust Learning......Page 396
Part X Measurement......Page 426
21 Measuring Metacognitive Judgments......Page 428
22 Sins Committed in the Name of Ecological Validity: A Call for Representative Design in Education Science......Page 443
Index......Page 454
