Teaching Metacognitive Knowledge and Developing Expertise.

Teacher educators’ knowledge about metacognitive knowledge and developing expertise can provide for insights about teaching these ‘difficult’ constructs. In this explorative study, six teacher educators’ remarks regarding metacognitive knowledge and developing expertise were examined. The teacher educators filled in closed-ended and open-ended questions to describe their experiences. Also, everything else that came to their minds was written down by the researcher. In this way, in-depth information was obtained. The results showed that the teacher educators were familiar with metacognitive knowledge and developing expertise; however, they raised several conditions and restrictions regarding the teaching of these constructs. The results suggest that teaching experience is an important factor in the way possibilities and difficulties in the teaching of metacognitive knowledge and developing expertise are conceived.

[1]  Paul J. Feltovich,et al.  Categorization and Representation of Physics Problems by Experts and Novices , 1981, Cogn. Sci..

[2]  D. Kuhn,et al.  Relations between metastrategic knowledge and strategic performance , 1998 .

[3]  P. Pintrich,et al.  The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning , 1997 .

[4]  M. Chi,et al.  Eliciting Self‐Explanations Improves Understanding , 1994 .

[5]  S. Paris,et al.  How metacognition can promote academic learning and instruction. , 1990 .

[6]  R. Sternberg,et al.  Perspectives on thinking, learning, and cognitive styles , 2001 .

[7]  R. Sternberg,et al.  Thinking Styles Across Cultures: Their Relationships With Student Learning , 2000 .

[8]  A. Brown.  Metacognition, executive control, self-regulation, and other more mysterious mechanisms , 1987 .

[9]  Bonnie B. Armbruster,et al.  Research Synthesis on Study Skills. , 1981 .

[10]  M. Scardamalia,et al.  Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise , 1993 .

[11]  Timothy A. Post,et al.  On the solving of ill-structured problems. , 1988 .

[12]  Paula J. Schwanenflugel,et al.  Strategy regulation: The role of intelligence, metacognitive attributions, and knowledge base. , 1994 .

[13]  Richard E. Mayer,et al.  The Teaching of Learning Strategies. , 1983 .

[14]  David N. Perkins,et al.  Teaching Thinking: Issues and Approaches , 2016 .

[15]  F. Marton,et al.  ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* , 1976 .

[16]  Ernest T. Goetz,et al.  SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES , 1988 .

[17]  Velda McCune,et al.  Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. , 2001 .

[18]  L. Shulman.  Knowledge and Teaching: Foundations of the New Reform , 1987 .

[19]  Nancy C. Rhodes,et al.  Epistemological beliefs and mathematical text comprehension: believing it is simple does not make it so , 1992 .

[20]  M. Chi,et al.  The Nature of Expertise , 1988 .

[21]  Neil Charness,et al.  Expertise in chess: The balance between knowledge and search. , 1991 .

[22]  K. Ericsson,et al.  Prospects and limits of the empirical study of expertise: an introduction , 1991 .

[23]  T. O. Nelson,et al.  Why investigate metacognition , 1994 .

[24]  Ruth Garner,et al.  When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings , 1990 .

[25]  Robert J. Sternberg,et al.  Mental Self-Government: A Theory of Intellectual Styles and Their Development , 1988 .

[26]  L. Resnick.  Education and Learning to Think , 1987 .

[27]  D. Kuhn.  A Developmental Model of Critical Thinking , 1999 .

[28]  Ann L. Brown.  Transforming schools into communities of thinking and learning about serious matters. , 1997 .

[29]  Rainer H. Kluwe,et al.  Cognitive Knowledge and Executive Control: Metacognition , 1982 .

[30]  Douglas J. Hacker.  Definitions and Empirical Foundations , 1998 .

[31]  S. Ian Robertson,et al.  Problem-solving , 2001, Human Thinking.

[32]  Jae-Won Moon.  Reflection in Learning and Professional Development: Theory and Practice , 2005 .

[33]  Sam Wineburg,et al.  Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts , 1998, Cogn. Sci..

[34]  D. Schunk.  Learning Theories: An Educational Perspective , 1991 .

[35]  Janet E. Davidson,et al.  Insight in the gifted , 1983 .

[36]  R. Sternberg.  Metacognition, abilities, and developing expertise: What makes an expert student? , 1998 .

[37]  Janet E. Davidson,et al.  Smart Problem Solving: How Metacognition Helps , 1998 .

[38]  J. Frederiksen,et al.  A Theoretical Framework and Approach for Fostering Metacognitive Development , 2005 .

[39]  Matthew W. Lewis,et al.  Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems , 1989, Cogn. Sci..

[40]  D. Kuhn.  How do People Know? , 2001, Psychological science.

[41]  M. Scardamalia,et al.  Intentional Learning as a Goal of Instruction , 2018, Knowing, Learning, and Instruction.

[42]  Douglas J. Hacker,et al.  Metacognition in educational theory and practice. , 1998 .

[43]  G. Hatano,et al.  TWO COURSES OF EXPERTISE , 1984 .

[44]  M. Pressley,et al.  Memory Strategy Instruction that Promotes Good Information Processing , 1992 .

[45]  P. David Pearson,et al.  Moving From the Old to the New: Research on Reading Comprehension Instruction , 1991 .

[46]  William J. Clancey,et al.  Acquiring, representing, and evaluating a competence model of diagnostic strategy , 1993 .

[47]  A. Schoenfeld.  Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint) , 2009 .

[48]  Gary D. Phye.  Inductive Reasoning and Problem Solving , 1997 .

[49]  Padraic Monaghan,et al.  Strategies and Knowledge Representation , 2003 .

[50]  Michelene T. H. Chi,et al.  Learning from Examples Via Self-Explanations , 1988, Knowing, Learning, and Instruction.

[51]  J. Biggs.  Student Approaches to Learning and Studying , 1987 .

[52]  J. Flavell.  Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. , 1979 .

[53]  John D. Bransford,et al.  Teaching thinking and problem solving: Research foundations. , 1986 .