Abstract
In this chapter the relationship between metacognition and the use of tools is addressed. Being able to determine when the use of a tool would be beneficial for one’s learning is seen as a metacognitive skill. Different assumptions are made with respect to this relationship between metacognitive knowledge (including instructional conceptions) and tool usage. A series of studies are addressed in which different instruments were used to measure metacognitive knowledge and metacognitive skills to provide empirical underpinning for these assumptions.
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Acknowledgement
The research described in this chapter was partly funded by a grant of the National Science Foundation—Flanders (FWO-project G0480.09)
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Clarebout, G., Elen, J., Collazo, N.A.J., Lust, G., Jiang, L. (2013). Metacognition and the Use of Tools. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_13
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