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Developing Students’ Metacognitive Knowledge and Skills

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Metacognition in Learning and Instruction

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 19))

Abstract

Recent research highlights the importance of both metacognitive knowledge and metacognitive skills in learning. This chapter reviews some of the recent literature on metacognition in learning and describe some methods of helping students acquire strategic metacognitive knowledge and executive management metacognitive skills to improve their learning. Topics focused on include reading metacognition, graphic organizers, self-assessment, self-questioning, and thinking aloud, all of which can be used across content domains.

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Author information

Authors and Affiliations

  1. Department of Education, The City College of City University of New York, USA

    Hope J. Hartman

  2. Department of Educational Psychology Graduate School and University Center, City University of New York, USA

    Hope J. Hartman

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  1. Hope J. Hartman
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Editor information

Editors and Affiliations

  1. Department of Education, The City College of the City University of New York, New York, NY, USA

    Hope J. Hartman (Professor of Education, Professor of Educational Psychology) (Professor of Education, Professor of Educational Psychology)

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© 2001 Springer Science+Business Media Dordrecht

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Hartman, H.J. (2001). Developing Students’ Metacognitive Knowledge and Skills. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_3

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  • DOI: https://doi.org/10.1007/978-94-017-2243-8_3

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-481-5661-0

  • Online ISBN: 978-94-017-2243-8

  • eBook Packages: Springer Book Archive

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