Abstract
Students who have knowledge about study and memorization techniques can be expected to know what these techniques are, how they can be performed, and when they can be used. Since knowledge of study techniques is often taught to students in secondary and higher education and is also considered to be essential for the development of general knowledge of the learning process, this chapter will begin with an overview of frequently used study techniques. Next, the role of both study and memorization techniques in general knowledge of the learning process will be described, after which the instructional guidelines that can help students to develop general knowledge of the learning process and to learn to direct their learning will be presented.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, J. R., Greeno, J. G., Reder, L., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11–13.
Armbruster, B. B., Echols, C. H., & Brown, A. L. (1982). The role of metacognition in reading to learn: A developmental perspective. The Volta Review, 84, 45–56.
Bazerman, C. (2009). Genre and cognitive development: Beyond writing to learn. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp. 279–294). West Lafayette, IN: Parlor Press.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experiences, and school. Washington, DC: National Academies Press.
Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiation learning activities. Topics in Cognitive Science, 1, 73–105.
Dewey, J. (1910). How we think. Boston: D.C. Heath.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learningwith effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476.
Hayes, J. R. (2006). New directions in writing theory. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 28–40). New York: Guilford Press.
Hillocks, G. (2009). Writing in secondary schools. In C. Bazerman (Ed.), Handbook of research on writing: History, society, school, individual, text (pp. 381–404). New York: Taylor & Francis.
Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of writing research, 1, 1–26.
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674–689.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52.
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48, 185–1198.
Rijlaarsdam, G., & Van den Bergh, H. (2005). Effective learning and teaching of writing: Student involvement in the teaching of writing. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Effective learning and teaching of writing: A handbook of writing in education (pp. 1–16). Dordrecht, The Netherlands: Kluwer Academic.
Rosenshine, B. (2008). Five meanings of direct instruction. Lincoln, IL: Center on Innovation & Improvement.
Rothkopf, E. Z. (1988). Perspective on study skills training in a realistic instructional economy. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 275–286). San Diego, CA: Academic.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351–371.
Sweller, J., Van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.
Tynjälä, P., Mason, L., & Lonka, K. (2001). Writing as a learning tool: Integrating theory and practice. Dordrecht, The Netherlands: Kluwer Academic.
Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychological Review, 17(2), 147–177.
Van Velzen, J. H. (2015). Are students intentionally using self-reflection to improve how they learn? Conceptualising self-induced self-reflective thinking. Reflective Practice, 16(4), 522–533. doi:10.1080/14623943.2015.1064378.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
van Velzen, J. (2016). Instructional Implications: Developing General Knowledge of the Learning Process. In: Metacognitive Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-24433-4_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-24433-4_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-24431-0
Online ISBN: 978-3-319-24433-4
eBook Packages: EducationEducation (R0)