Teaching for Metacognition

Veenman, Marcel V. J.

doi:10.1016/b978-0-08-097086-8.92136-6

Cited by 4 publications

(1 citation statement)

References 29 publications

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“…Having metacognitive skills makes it easier to apply one's knowledge in different contexts (Pintrich, 2002;Veenman, 2015), and to engage in creative problem-solving (Hargrove & Nietfeld, 2015). According to Frenkel (2014), metacognitive skills are not genetically determined.…”

Section: Metacognition In Teaching and Learningmentioning

confidence: 99%

Takeaway Teaching - A design for redesign

Thingholm¹,

Larsen²

2019

DUT

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This paper introduces a new teaching design called Takeaway Teaching. The design consists of pre-designed generic themes and activities that support the development of study strategies in higher education. These themes and activities are easily redesigned by the teacher and integrated into the academic curriculum. The purpose of the design is twofold. It supports the didactic reflection and development of the teacher and the development of the students’ study competence. This paper presents the theoretical framework of the design, based on a theoretical approach of metacognition and second-order teaching and learning, and an example of a redesign of one of the generic themes; Literature Search.

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Section: Metacognition In Teaching and Learningmentioning

confidence: 99%

Takeaway Teaching - A design for redesign

Thingholm¹,

Larsen²

2019

DUT

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The effect of reading questioning answering (RQA) on metacognitive skills of biology students

Choirunisa’,

Maghfiroh,

Hayuana

et al. 2024

Electronic Physics Informatics International Conference (Epiic) 2023

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Manual para la elaboración de laboratorios virtuales autorregulados

Saiz Manzanares,

Marticorena Sánchez,

Mercado Val

et al. 2024

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Esta obra incluye materiales dirigidos a la formación de egresados y a la actualización de profesionales en ejercicio en el marco de la intervención temprana. También, integra a nuevos profesionales de la ingeniería biomédica. Dicha obra, contiene información sobre el diseño e implementación de laboratorios virtuales autorregulados aplicados a la resolución de casos prácticos en intervención temprana. En ellos, se incluye el uso de: chatbots, tecnología eye tracking multicanal integrada y técnicas de minería de datos. Este trabajo se ha desarrollado en el marco del proyecto co-financiado por la Unión Europea eEarlyCare-T nº 2021-1-ES01-KA220-SCH-000032661. Todos los materiales se han testado por profesionales de las instituciones participantes y especialistas externos.

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Teaching for Metacognition

Cited by 4 publications

References 29 publications

Takeaway Teaching - A design for redesign

Takeaway Teaching - A design for redesign

The effect of reading questioning answering (RQA) on metacognitive skills of biology students

Manual para la elaboración de laboratorios virtuales autorregulados

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