Metacognition
A Bridge Between Cognitive Psychology and Educational Practice
Bibliographic Data
| ID | 4866987 |
|---|---|
| Authors | Deanna Kuhn (0000-0002-1321-3289), Jr David Dean, David A Dean (0000-0001-7748-8073), David Dean (0000-0003-2534-8065) |
| Year | 2004 |
| Volume | 43 |
| Issue | 4 |
| Pages | 268-273 |
| Publication date | 2004-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1353/tip.2004.0047 |
| OpenAlex | W4241993838 |
| Language | EN |
| Citations received | 54 |
| References cited | 4 |
Although they have their differences, educational practitioners and academic researchers largely agree on a broad goal: to develop in students the kinds of thinking skills that will prepare them to contribute to a democratic society. But the two groups largely speak different languages. While educators frequently talk about critical thinking as an objective, researchers have largely avoided the term, preferring constructs that can be more precisely defined and measured. How do we connect critical thinking to modern research on cognition and learning? The authors propose the construct of metacognition as having the potential to bridge the concerns of educators and researchers whose work is addressed to the development of skilled thinking. Given its growing importance in studies of cognition and learning, teachers would benefit from an understanding of the mechanisms involved in metacognition and how best to foster it
Bridge (graph theory · Cognition · Cognitive psychology · Cognitive science · Construct (python library · Critical thinking · Educational psychology · Mathematics education · Metacognition · Pedagogy · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Student Thought and Classroom Language
Introducing DSCRIB as an educational technology tool for measuring writing processes through keystroke logging and temporal analysis
From talk to thought
Metacognitive Awareness and Self-Efficacy
Le rôle du débat dans l’appropriation de la complexité par des élèves de classes élémentaires dans le cadre d'une éducation à l'environnement et à la pensée critique
Describing the Development of the Assessment of Biological Reasoning (ABR)
A Model of Scientific Data Reasoning
Undergraduate Students’ Conceptualization of Critical Thinking and Their Ideas for Critical Thinking Acquisition
How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change
Adaptation and Psychometric Properties of a Romanian Version of Metacognitive Awareness Inventory for Teachers (RoMait)
Tendencias en la investigación sobre autorregulación en la primera infancia
The development of critical thinking
A grounded theory approach to profiling student competencies in GAI-based teaching and learning environments
Emotion regulation training for children with specific learning disorders
Validity and reliability of an English translation of the Teacher Metacognition Inventory (TMI) with mathematics teachers in Singapore
The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool
Effect of Scientific Argumentation on the Development of Critical Thinking
Reflections of Pre-Service Science Teachers’ Understanding of the Nature of Science on a Socioscientific Issue
The Effects of Designing Scientific Experiments with Visual Programming Language on Learning Outcomes
The Development of Nature of Science Understandings Questionnaire within Associated Approaches
Arguing with Children
Efficiency model of micro-course study based on cognitive psychology in the college
Engaging Students in Analyzing Bullying Behavior through the Lens of Critical Thinking
Science Centres as Metacognitive Learning Environments
Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use
Psychological modeling of preservice science teachers’ argumentativeness, achievement goals, and epistemological beliefs
Learning Like “Fast Fish”
The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners
Promoting dialogical critical thinking in education
A meta-analysis of the relationship between metacognition and academic achievement in mathematics
The interrelationships between reading achievement, online reading activities, and metacognitive skills
Educating L2 learners about collaborative writing
Reflection and assessment for learning in science enrichment courses for the gifted
Programas de intervención en metacognición para la mejora de la comprensión lectora en educación primaria
Critical Thinking Evaluation Scale
Doit-on instaurer une dictature écologique ? » Influence du thème abordé sur les pratiques argumentatives des lycéens
Repenser l’enseignement philosophique pour l’éducation à l’environnement
The Relationship Between Trait Mindfulness and Critical Thinking
Self-reported memory strategies and their relationship to immediate and delayed text recall and working memory capacity
Comparing Analysis Frames for Visual Data Sets
Building teacher competency for digital content evaluation
Thinking through talk
Conciencia metacognitiva y estrategias de lectura en un contexto pro-Aicle a nivel universitario
Coherence and cohesion in EFL students’ writing production
The Path to Driving Aggression and Crash Risk
Testing the use of variation theory in teaching critical thinking—a field experimental study
Pathways to subjective well-being
Beyond Microskills
Values in the mathematics classroom
There Can Be no Other Reason for this Behavior
Theories of Learning and Teaching inTIP
Qué hay de nuevo en la metacognición? Revisión del concepto, sus componentes y términos afines
Universal Design and Multiple Literacies
| Unique citing works | 53 |
|---|---|
| Citations per year | 2,7 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 54 |