Educational Psychology. Problem Solving & Metacognition in Education. Table of Contents Here are the parts of this page:Overview-Summary (useful for a quick “big picture” view) 1 — Problem Solving, Metacognition, and Design Process 2 — Building Bridges from Life to Design to Science to Life 3 — A Wide Spiral Curriculum with Transfer of Learning 4 — Optimistic Humility and Adjustments of Instruction 5 — Using Design Process in a Problem-Solving Curriculum 6 — Using Design Process for Problem-Solving Instruction 7 — Using Cognition-and-Metacognition for Learning & Teaching Appendix: Conceptual Evaluation of Instruction (for predictions about education) Coping with Complexity in Models of Design & Science (begin with simplicity) and there will be a few more mini-sections in the appendix.
In early 2012, I began developing a new website with many improvements (by revising, adding, cutting), so I strongly recommend that youread it instead of this page. 1 — Problem Solving, Metacognition, and Design Process { Condensed Section 1 } Design and Design Process A. B. Was Sie immer schon über Psychologie wissen wollten ... Arbeitsblätter zur wissenschaftlichen Psychologie. Inhalt » » Lexikon. Metacognition. Metacognition: An Overview. Metacognition: An Overview Jennifer A. Livingston © 1997 by Jennifer A. Livingston "Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday.
"Metacognition" is often simply defined as "thinking about thinking. " The term "metacognition" is most often associated with John Flavell, (1979). Metacognitive Knowledge Stated very briefly, knowledge of person variables refers to general knowledge about how human beings learn and process information, as well as individual knowledge of one's own learning processes.
Finally, knowledge about strategy variables include knowledge about both cognitive and metacognitive strategies, as well as conditional knowledge about when and where it is appropriate to use such strategies. Metacognitive Regulation Cognitive vs. References Brown, A.