Abstract
In this book, the development of general knowledge of the learning process has been presented by providing instructional implications and suggestions in line with the educational theory of metacognitive learning. In the educational theory of metacognitive learning, it was pointed out that students can differ in their level of general knowledge of the learning process. This chapter will begin with a summary of the main points of the educational theory of metacognitive learning.
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van Velzen, J. (2016). Epilogue: Metacognitive Learning from an Instructional Perspective. In: Metacognitive Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-24433-4_9
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DOI: https://doi.org/10.1007/978-3-319-24433-4_9
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