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Full-Text Articles in Education
Developing Metacognition: Leveraging A Spiral Curriculum To Enhance Strategy-Learning Programming, Matthew Brooks
Developing Metacognition: Leveraging A Spiral Curriculum To Enhance Strategy-Learning Programming, Matthew Brooks
The Nebraska Educator: A Student-Led Journal
There is significant converging literature that emphasizes the value of learning metacognitive strategies. Current approaches to teaching metacognition focus disproportionately on domain-specific strategies. These strategies emphasize domain-specific subject material rather than the metacognition itself. The following intervention proposal aims to develop a multi-level (5th-12th grade) metacognition program designed using a spiral curriculum. This novel approach flips the paradigm and chooses to center metacognition. Additionally, this program leverages encoding, retrieval, transfer-appropriate processing and, delivered specifically through the spiral curriculum, delivers content in a manner that encourages distributed practice, a concept that has been well-documented to be beneficial for learners. The proposed …
Fostering Metacognition In K-12 Classrooms: Recommendations For Practice, Markeya S. Peteranetz
Fostering Metacognition In K-12 Classrooms: Recommendations For Practice, Markeya S. Peteranetz
The Nebraska Educator: A Student-Led Journal
This article makes the case for why it is important for educators to intentionally foster students’ metacognition. Metacognition is often defined as thinking about thinking, but it is more complete to describe it as including knowledge, awareness, and control of one’s own cognition and human cognition in general. Two primary components of metacognition, knowledge of cognition and regulation of cognition, are presented and described with regard to learning contexts. Metacognition grows as part of cognitive development and can also be further enhanced through instruction at all levels of schooling. Research that indicates metacognition can be increased through instruction and is …