Please use this identifier to cite or link to this item:
|Title:||Introduction: Metacognition, more than the lognes monster?|
Special Issue Introduction
|Publisher:||International Electronic Journal of Elementary Education|
|Citation:||International Electronic Journal of Elementary Education Vol. 2, Issue 1, October, 2009|
|Abstract:||Metacognition is one of the promising contemporary research fields in psychology and education. The concept has been introduced to describe and explain how people gain control over their learning and thinking, particularly in the case of cognitive failures and difficulties they meet when dealing with information processing and problem solving (Efklides & Sideridis, 2009; Flavell, 1976). However, although every one agrees that there has to be something as ‘metacognition’ (like the lognes monster?), no one agrees as to what exactly metacognition is about. In addition researchers currently use different concepts for overlapping phenomena (Desoete, 2007; 2008; Desoete & Roeyers, 2006; Desoete & Veenman, 2006). Is self-regulation the same as metacognitive skills? How does calibration fit in?|
|Appears in Collections:||Temel Eğitim Bölümü|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.