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Libros sobre el tema "Student’s metacognition"

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Publicado: 23 de junio de 2021
Última modificación: 6 de febrero de 2022

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1

White, Barbara V. Inquiry, modeling, and metacognition: Making science accessible to all students. Lawrence Erlbaum, 1998.

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2

D, Payne Beverly, ed. Self-talk for teachers and students: Metacognitive strategies for personal and classroom use. Allyn and Bacon, 1996.

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3

Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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4

Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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5

Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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6

Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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7

McConnell, Kathleen. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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8

Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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9

Judith, Moening, and Ryser Gail R, eds. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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10

Multisensory structured metacognitive instruction: An approach to teaching a foreign language to at-risk students. P. Lang, 1999.

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11

Buoncristiani, Martin. Developing mindful students, skillful thinkers, thoughtful schools. Hawker Brownlow Education, 2012.

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12

Patricia, Buoncristiani, ed. Developing mindful students, skillful thinkers, thoughtful schools. Corwin Press, 2012.

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13

Cantoia, Manuela. Imitating, reasoning, discussing: Student conceptions of learning around the world. Nova Science Publishers, 2011.

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14

Antonietti, Alessandro. Imitating, reasoning, discussing: Student conceptions of learning around the world. Nova Science Publishers, 2010.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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19

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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20

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. s.n.], 1992.

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23

Metacognition : Metacognition: The Neglected Skill Set for Empowering Students, Revised Edition. Solution Tree, 2020.

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24

Mair, Jonathan. Metacognitive variety, from Inner Mongolian Buddhism to post-truth. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0018.

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In this chapter, a case study is presented based on ethnographic research carried out in Inner Mongolia, northern China. A Buddhist teacher and his students have subtly different metacognitive relationships to Buddhism, and their practice and knowledge are dramatically different as a result. This case study is offered as an example of metacognitive variety, and an argument is made that a similar approach is required to understand other cases in which people reflect, and attempt to act, on their own belief, knowledge, ignorance, and cognitive experience, including the transformations that have been described as “post-truth.” In conclusion, some methodological remarks are made about the study of metacognition through ethnography.
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25

Gay, Gregory Ross. Adding metacognitive functioning to a phenotypic profile of college age individuals with a reading disability. 1999.

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26

Chong, Sin Wang. Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.

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27

Chong, Sin Wang. Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.

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28

Bireda, Martha Russell. Adult students' perceptions of educational barriers: Demographic and metacognitive factors. 1987.

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29

Chong, Sin Wang. Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.

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30

Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.

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31

Browning, Birch P. How Students Learn. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0006.

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The chapter relates that learning, whether of new knowledge, a new skill, or a new attitude, has both neurological and psychological components. The learning process modifies the structure of the brain (via synaptogenesis) and is experienced by the learner as a representation. Representations enable us to recognize and then cogitate about items, experiences, and concepts . Learning is more efficient if based on prior learning, stored in patterns, and is more likely to occur if the learner finds the material meaningful or useful. The chapter describes the ways in which changing a known routine (adaptive expertise) and being aware of one’s own thought process (metacognition) effect learning. Experts are able to solve complex problems because they have developed interlocking pattern-based representations of the core understandings of their domain.
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32

Memory and metamemory of deaf students. 1988.

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33

Schurman, Georgina Elizabeth. Teaching learning disabled students analytical perception and metacognition strategies: relationships to reading and spelling. 1986.

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34

Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas. Association for Supervision & Curriculum Development, 2016.

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35

Gombrich, Carl, and Michael Hogan. Interdisciplinarity and the Student Voice. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.44.

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“Interdisciplinarity and the Student Voice” seeks a richer understanding of the student experience in encountering interdisciplinarity at the undergraduate level and explores the psychology of interdisciplinary education. The student experience of the interdisciplinary Arts and Sciences BASc degree at University College London is examined, using 13 extended semistructured interviews. Students are asked questions that encourage them to reflect on the interdisciplinary nature of their program and their relationship to interdisciplinary learning. Themes of openness, creativity, bridging, and perspective-taking emerge. In this chapter, connections are made between these themes and the theory and practice of interdisciplinary education as well as the recent study of metacognition. The student voice is seen to substantiate current ideas of the value of interdisciplinary education from a number of perspectives and to suggest further research.
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36

Fishman-Weaver, Kathryn. Brain-Based Learning with Gifted Students: Lessons from Neuroscience on Cultivating Curiosity, Metacognition, Empathy, and Brain Plasticity. Prufrock Press, 2020.

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37

Angelo, Thomas, Saundra Yancy McGuire, and Stephanie McGuire. Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus, 2015.

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38

Brain-Based Learning With Gifted Students Grades 3-6 : Lessons from Neuroscience on Cultivating Curiosity, Metacognition, Empathy, and Brain Plasticity. Sourcebooks Inc, 2020.

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39

Angelo, Thomas, Saundra Yancy McGuire, and Stephanie McGuire. Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing, 2015.

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40

Bjork, R. A. Prologue. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.32.

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In this prologue, I comment on key events in the history of research on metamemory and on my own reactions to those events—beginning with the now-famous research on feeling-of-knowing judgments carried out by Joe Hart 50 years ago when Joe and I were both graduate students at Stanford University. After speculating on why mainstream memory researchers, me in particular, were slow to realize the importance of research on metacognitive processes, even after John Flavell and Henry Wellman had provided an elegant definition of the field during the 1970s, I discuss the events and dynamics that ultimately made it clear that understanding metacognitive processes is a critical component of understanding human learning and memory processes more broadly.
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41

Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2018.

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42

Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2017.

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43

Alexander, Patricia A., Emily M. Grossnickle, Denis Dumas, and Courtney Hattan. A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development. Edited by Angela O'Donnell. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.23.

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This article offers a retrospective and prospective analysis of the role of cognitive strategies in students’ academic development over the past 25 years. The focus is on those processes that individuals employ to advance their own learning and understanding (learning strategies) and, to a lesser degree, those procedures applied to regulate and monitor that learning and understanding (metacognitive or self-regulatory strategies). Drawing on a groundbreaking review from 1988, the article examines how students’ epistemic beliefs—their beliefs about knowing and knowledge—may affect strategic engagement. It also considers students’ motivations or emotions that accompany learning and academic development and, therefore, strategic processing. Finally, it describes strategies associated with online learning, the barriers to being strategic in classrooms, and situations in which teachers and students can foster strategic thinking.
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44

Kornell, Nate, and Bridgid Finn. Self-Regulated Learning. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.23.

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Effective self-regulated studying can influence students’ learning in school and beyond. This chapter reviews research on two key decisions: when to study and how to study. It first reviews the decisions people make about when to start and stop studying—that is, when to study—and the metacognitive judgments that underlie those decisions. It distinguishes between small-scale and large-scale decisions, such as which problem to work on next and whether to study today at all, respectively. It then discusses decisions about how to study, for example, whether or not to take notes, underline, test oneself, or reread. It then discusses key areas for future research, with an emphasis on student-centric research and research in digital learning environments. It offers practical recommendations for studiers about how to avoid overconfidence and procrastination and how to choose study strategies that increase short-term difficulty and long term success.
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45

Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
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46

King, Patricia M., and Karen Strohm Kitchener. Cognitive Development in the Emerging Adult. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.14.

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This chapter examines cognitive development in emerging adulthood by focusing on two concepts: cognitive complexity and development. More specifically, it explores how complex cognitive abilities enable emerging adults to better cope with the demands of adult life through the aid of complex thinking that results from cognitive development. To understand cognitive development, the chapter first outlines several conditions that make a cognitive change developmental in nature. It then discusses three cognitive processes, namely, cognition, metacognition, and epistemic cognition, with emphasis on the theory and research related to each. In addition, it considers age-related issues of cognitive development. William G. Perry Jr.’s seminal work on students’ intellectual and ethical development in the college years is also examined, together with the concepts of self-evolution and self-authorship. Finally, the chapter discusses the dynamic development theory developed by Fischer et al. and its implications for understanding epistemic development.
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47

Kühnen, Ulrich, and Marieke van Egmond. Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0012.

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Do metacognitive beliefs about learning differ across cultures? This chapter reviews relevant literature from different fields (in particular from educational science and from social, cognitive, and educational psychology). Building on previous work, it argues that Western students conceptualize learning primarily as the acquisition of knowledge and the development of mental skills (“mind orientation”). According to the “virtue orientation” that is more prevalent among Asians, learning encompasses in addition the pursuit of moral and social development. Both orientations are embedded in intellectual traditions that go back to ancient times (i.e., to Socrates in the West and to Confucius in the East). They are also associated with the culturally conferred understanding of what it means to be a good person, which differs between individualist and collectivist societies. The chapter reviews the empirical literature showing that discrepancies in learning beliefs between faculty and students from diverse backgrounds are detrimental for academic satisfaction and performance.
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48

Metaliteracy in Practice. American Library Association, 2015.

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49

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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