Optimal Learning in Schools--Theoretical Evidence: Part 4 Metacognition

Autor/in	Crossland, John
Titel	Optimal Learning in Schools--Theoretical Evidence: Part 4 Metacognition
Quelle	In: School Science Review, 98 (2017) 356, S.47-55 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Instruction; Neurosciences; Educational Research; Scientific Research; Cognitive Psychology; Teaching Methods; Evidence Based Practice; Piagetian Theory; Learning Processes; Cognitive Processes; Brain; Metacognition; Memory; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Neuroscience; Neurowissenschaften; Neurowissenschaft; Bildungsforschung; Pädagogische Forschung; Kognitive Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Gehirn; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnis
Abstract	Parts 1 and 2 in this four-part series of articles (Crossland, 2016, 2017a) discussed the recent research from neuroscience linked to concepts from cognitive development that brought Piaget's theories into the 21st century and showed the most effective provision towards more optimal learning strategies. Part 2 reviewed Demetriou's latest thinking by exploring the relationship between the developing mind and the developing brain for population-sized statistics. Part 3 (Crossland, 2017b) delved into individual differences in development and the implications for schools. This final part makes a case for introducing the teaching of metacognitive skills. [For Part 1, "Optimal Learning in Schools--Theoretical Evidence: Part 1 Piaget's Theoretical Background," see EJ1154880; for Part 2, "Optimal Learning in Schools--Theoretical Evidence: Part 2 Updating Piaget," see EJ1154870; and for Part 3, "Optimal Learning in Schools--Theoretical Evidence: Part 3 Individual Differences," see EJ1154872.] (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01