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Improving Self-Monitoring and Self-Regulation: From Cognitive Psychology to the Classroom
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de Bruin, Anique B. H.; van Gog, Tamara – Learning and Instruction, 2012
Although there is abundant experimental metamemory research on the relation between students' monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially…
Descriptors: Educational Research, Metacognition, Cognitive Psychology, Outcomes of Education
Commentary: How Readily Can Findings from Basic Cognitive Psychology Research Be Applied in the Classroom?
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Efklides, Anastasia – Learning and Instruction, 2012
The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of…
Descriptors: Prior Learning, Metacognition, Cognitive Psychology, Classroom Techniques
Self and Social Regulation of Learning during Collaborative Activities in the Classroom: The Interplay of Individual and Group Cognition
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Grau, Valeska; Whitebread, David – Learning and Instruction, 2012
The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8…
Descriptors: Learning Activities, Social Environment, Self Management, Cooperative Learning
The Effects of Explicit Teaching of Metastrategic Knowledge on Low- And High-Achieving Students
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Zohar, Anat; Peled, Bracha – Learning and Instruction, 2008
This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N=41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains…
Descriptors: Experimental Groups, Control Groups, Grade 5, Teaching Methods
Managing Cognitive Load--Recent Trends in Cognitive Load Theory. Commentary.
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Bannert, Maria – Learning and Instruction, 2002
Comments on recent trends in cognitive load theory discussed in the papers in this special issue. Considers the external management of cognitive load through means of optimal instruction and the internal management of cognitive load by learners' metacognitive and self-regulative competence. (SLD)
Descriptors: Educational Theories, Instructional Design, Metacognition, Teaching Methods
Making Sense of Graphs: Does Metacognitive Instruction Make a Difference on Students' Mathematical Conceptions and Alternative Conceptions?
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Kramarski, B. – Learning and Instruction, 2004
The present study investigates the differential effects of cooperative learning with or without metacognitive instruction on making sense of graphs. Participants were 196 eighth-graders who studied in six classrooms. Data were analyzed by using quantitative and qualitative methods. Results indicated that students who were exposed to the…
Descriptors: Teaching Methods, Methods, Graphs, Group Dynamics
The Teachability and Effectiveness of Cognitive Self-Regulation in Sixth-Grade Writers
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Torrance, Mark; Fidalgo, Raquel; Garcia, Jesus-Nicasio – Learning and Instruction, 2007
Seventy-one normally functioning Spanish sixth-grade students participated in classroom-based training in cognitive strategies for preplanning and substantive revision of expository text. Short essays completed by these students pre-intervention, post-intervention, and after a 12 week delay were compared with those of an ordinary-curriculum…
Descriptors: Teaching Methods, Instructional Effectiveness, Foreign Countries, Grade 6
"Is Heat Hot?" Inducing Conceptual Change by Integrating Everyday and Scientific Perspectives on Thermal Phenomena.
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Wiser, Marianne; Amin, Tamer – Learning and Instruction, 2001
Studied the process of conceptual change among four high school students as they studied thermal physics, focusing on the role of metaconceptual teaching. The pedagogical success demonstrated for integrating scientific and everyday views is consistent with the difficulties young adolescents experience dealing with a relativistic epistemology in…
Descriptors: Epistemology, High School Students, High Schools, Integrated Activities
Modelling and Coaching of Relevant Metacognitive Strategies for Enhancing University Students' Learning.
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Volet, Simone E. – Learning and Instruction, 1991
Results from an experiment with 28 experimental and 28 matched control college students taking a 13-week computer science course support the potential of modeling and coaching students in metacognitive strategies to enhance learning. The instructional method had significant long-term and short-term effects on cognitive and affective learning…
Descriptors: Affective Objectives, College Students, Comparative Analysis, Computer Science