Metacognition: Enhancing Metacognitive Skills
Metacognition:
Enhancing Metacognitive Skills
Abstract
Research supports the idea that metacognition is one of the most profound predictors of learning (Brown, 1978; Dunlosky & Metcalfe, 2009; Flavell, 1976, 1979; Wang, Haertel & Walberg, 1990, 1993). A great deal of research on metacognition has been done in an attempt to understand the characteristics of a successful learner. Because students today are required to learn a great deal of information in a short period of time, it is important that they are aware of their own learning strategies and preferences as monitored through metacognitive skills. As educators, it not only is our job to give children the knowledge that they will need in order to be academically successful, but also to provide the skills that they will need in order to evaluate their own learning. This study will address student preferences for metacognitive skills and self-efficacy for implementing these strategies.
Educational Metacognition:
Enhancing Metacognitive Skills for Post Secondary Success
Statement of the Problem Due to the high attrition rate of college freshmen, educators need to look beyond the scope and sequence of the curriculum to understand how to help students negotiate the transition from high school to college. It is well documented in research that academic success is significantly enhanced through the use of metacognitive skills and high sense of self-efficacy (Brown, 1978; Dunlosky & Metcalfe, 2009; Pressley & Woloshyn, 1995). Conversely, poor metacognition and low self-efficacy have been linked with poor academic success. Although most students do not have a problem with the transition from high school to post- secondary education fairly well, others lack the skills necessary to succeed in a less structured educational environment. In order to help students meet these new challenges, metacognitive skills must be taught prior to the transition to enhance post-secondary success.
Enhancing Metacognitive Skills
Abstract
Research supports the idea that metacognition is one of the most profound predictors of learning (Brown, 1978; Dunlosky & Metcalfe, 2009; Flavell, 1976, 1979; Wang, Haertel & Walberg, 1990, 1993). A great deal of research on metacognition has been done in an attempt to understand the characteristics of a successful learner. Because students today are required to learn a great deal of information in a short period of time, it is important that they are aware of their own learning strategies and preferences as monitored through metacognitive skills. As educators, it not only is our job to give children the knowledge that they will need in order to be academically successful, but also to provide the skills that they will need in order to evaluate their own learning. This study will address student preferences for metacognitive skills and self-efficacy for implementing these strategies.
Educational Metacognition:
Enhancing Metacognitive Skills for Post Secondary Success
Statement of the Problem Due to the high attrition rate of college freshmen, educators need to look beyond the scope and sequence of the curriculum to understand how to help students negotiate the transition from high school to college. It is well documented in research that academic success is significantly enhanced through the use of metacognitive skills and high sense of self-efficacy (Brown, 1978; Dunlosky & Metcalfe, 2009; Pressley & Woloshyn, 1995). Conversely, poor metacognition and low self-efficacy have been linked with poor academic success. Although most students do not have a problem with the transition from high school to post- secondary education fairly well, others lack the skills necessary to succeed in a less structured educational environment. In order to help students meet these new challenges, metacognitive skills must be taught prior to the transition to enhance post-secondary success.
References: Boekaerts, M. & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention Brown, A.L. (1978). Knowing when, where, and how to remember: A problem of metacognition Brown, A. L. (1980). Metacognitive development and reading. Theoretical Issues in Reading Comprehension Dunlosky, J. & Metcalfe, J (2009). Metacognition. Sage, Publications, Inc. Van der Stel, M., & Veenman, M. V. J. (2008). Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students Flavell , J. H . (1979). Metacognition and cognitive monitoring. A new area of cognitive-developmental inquiry Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s academic performance Wang, M. C.,G. D. Haertel, and H. J.Walberg. (1993). “Toward a Knowledge Base for School Learning.” Review of Educational Research 63: 249–294.