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Metacognition in Learning and Instruction

Theory, Research and Practice

  • Book
  • © 2001

Overview

Editors:
  1. Hope J. Hartman

    1. Department of Education, The City College of the City University of New York, New York, USA

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Part of the book series: Neuropsychology and Cognition (NPCO, volume 19)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xxi
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  2. Students’ Metacognition and Cognition

    1. Front Matter

      Pages 1-2
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    2. Promoting General Metacognitive Awareness

      • Gregory Schraw
      Pages 3-16

    3. Metacognition in Basic Skills Instruction

      • Annette F. Gourgey
      Pages 17-32

    4. Developing Students’ Metacognitive Knowledge and Skills

      • Hope J. Hartman
      Pages 33-68

    5. The Ability to Estimate Knowledge and Performance in College: A Metacognitive Analysis

      • Howard T. Everson, Sigmund Tobias
      Pages 69-83

  3. Students’ Metacognition and Motivation

    1. Front Matter

      Pages 85-85
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    2. Cognitive, Metacognitive, and Motivational Aspects of Problem Solving

      • Richard E. Mayer
      Pages 87-101

    3. Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English and Social Studies Classrooms

      • Christopher A. Wolters, Paul R. Pintrich
      Pages 103-124

  4. Metacognition and Teaching

    1. Front Matter

      Pages 125-125
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    2. Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics

      • Alice F. Artzt, Eleanor Armour-Thomas
      Pages 127-148

    3. Teaching Metacognitively

      • Hope J. Hartman
      Pages 149-172

    4. Metacognition in Science Teaching and Learning

      • Hope J. Hartman
      Pages 173-201

  5. Metacognition and Culture

    1. Front Matter

      Pages 203-203
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    2. Enhancing Self-Monitoring during Self-Regulated Learning of Speech

      • Dorothy Ellis, Barry J. Zimmerman
      Pages 205-228

    3. Metacognition and EFL/ESL Reading

      • Patricia L. Carrell, Linda Gajdusek, Teresa Wise
      Pages 229-243

  6. Conclusion

    1. Front Matter

      Pages 245-245
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    2. Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?

      • Robert J. Sternberg
      Pages 247-260

  7. Back Matter

    Pages 261-290
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Keywords

About this book

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.

Editors and Affiliations

  • Department of Education, The City College of the City University of New York, New York, USA

    Hope J. Hartman

Bibliographic Information

  • Book Title: Metacognition in Learning and Instruction

  • Book Subtitle: Theory, Research and Practice

  • Editors: Hope J. Hartman

  • Series Title: Neuropsychology and Cognition

  • DOI: https://doi.org/10.1007/978-94-017-2243-8

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 2001

  • Hardcover ISBN: 978-0-7923-6838-0Published: 28 February 2001

  • Softcover ISBN: 978-90-481-5661-0Published: 07 December 2010

  • eBook ISBN: 978-94-017-2243-8Published: 29 June 2013

  • Series ISSN: 0927-0116

  • Edition Number: 1

  • Number of Pages: XXI, 290

  • Number of Illustrations: 2 b/w illustrations

  • Topics: Psychology, general, Cognitive Psychology, Artificial Intelligence, Learning & Instruction

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