Open access peer-reviewed Edited Volume

Metacognition in Learning

Edited by Nosisi Feza

Central University of Technology

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature.

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IntechOpen
Metacognition in LearningEdited by Nosisi Feza

Published: December 11th 2019

DOI: 10.5772/intechopen.78892

ISBN: 978-1-78985-114-4

Print ISBN: 978-1-78985-113-7

eBook (PDF) ISBN: 978-1-83968-035-9

Copyright year: 2019

Books open for chapter submissions

1443 Total Chapter Downloads

1 Crossref Citations

chaptersDownloads

Open access peer-reviewed

1. Listener Background in L2 Speech Evaluation

By Mohammadreza Dalman and Okim Kang

113

Open access peer-reviewed

2. Teaching with and for Metacognition in Disciplinary Discussions

By Susan O’Hara, Robert Pritchard and Debi Pitta

257

Open access peer-reviewed

3. Mathematics Dictionary: Enhancing Students’ Geometrical Vocabulary and Terminology

By Shakespear Maliketi Chiphambo

167

Open access peer-reviewed

4. Using Problem-Solving as a Method for the Development of Self-Regulation of Learning with Adolescents: An Experience Report

By Giovana Chimentão Punhagui

89

Open access peer-reviewed

5. Drawings as Diagnostic Cues for Metacomprehension Judgment

By Keith Thiede, Katherine L. Wright, Sara Hagenah and Julianne Wenner

143

Open access peer-reviewed

6. Self-Regulation in Early Years of Learning Mathematics: Grade R Observed Self-Efficacy Skills Shared and Aligned

By Nosisi Nellie Feza

122

Open access peer-reviewed

7. Generating Internal Motivation through Mobile Application Technology

By K. Thomas Baby

158

Open access peer-reviewed

8. Multilateral Relationship between Information Literacy, Self-Concept and Metacognitive Ability

By Oluwole O. Durodolu and Joseph M. Ngoaketsi

141

Open access peer-reviewed

9. Redcay’s STEM-oscope Model: Connecting STEM Education, Social Robots, and Metacognition

By Jessica D. Redcay

190

Open access peer-reviewed

10. Understanding in Action: An Analysis of Its Levels and Qualities

By Aldo Ocampo González

64

Edited Volume and chapters are indexed in

  • Worldcat
  • OpenAIRE
  • Google Scholar
  • AZ ebsco
  • Base
  • CNKI

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