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Cognitive Strategy Research pp 104–132Cite as

Domain-Specific Knowledge, Metacognition, and the Promise of Instructional Reform

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Abstract

Advancements on two major fronts in cognitive and developmental psychology provide a foundation for reforming the character of academic instruction. Advancements on one front, sometimes referred to as domain-specific cognition, promise to identify the structures of content knowledge students need in order to become proficient in particular subject-matter domains. Advancements on the second front, sometimes referred to as metacognition, promise to specify the knowledge of their own cognitive procedures students need in order to acquire and deploy these procedures effectively. Even if both of these promises are fulfilled, however, their impact on the outcomes of education may be negligible unless major changes are made in certain features that typify instruction in academic courses.

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Authors
  1. William D. Rohwer Jr.
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  2. John W. Thomas
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Editor information

Editors and Affiliations

  1. College of Education, Department of Educational Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Christine B. McCormick

  2. Department of Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Gloria E. Miller

  3. Department of Psychology, The University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Michael Pressley

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© 1989 Springer-Verlag New York Inc.

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Rohwer, W.D., Thomas, J.W. (1989). Domain-Specific Knowledge, Metacognition, and the Promise of Instructional Reform. In: McCormick, C.B., Miller, G.E., Pressley, M. (eds) Cognitive Strategy Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8838-8_5

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  • DOI: https://doi.org/10.1007/978-1-4613-8838-8_5

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4613-8840-1

  • Online ISBN: 978-1-4613-8838-8

  • eBook Packages: Springer Book Archive

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