Metacognition in Learning and Instruction: Theory, Research and Practice

298 Pages·2001·15.036 MB·English

by  Gregory Schraw (auth.), Hope J. Hartman (eds.)

METACOGNITION IN LEARNING AND INSTRUCTION
NEUROPSYCHOLOGY AND COGNITION
VOLUME 19
Series Editor:
R. Malatesha Joshi, College of Education, Texas A&M University, U.S.A.
Advisory Board:
Alfonso Caramazza, Harvard University, U.S.A.
George Hynd, University of Georgia, U.S.A.
C.K. Leong, University of Saskatchewan, Canada
John Marshall, University of Oxford, U.K.
Gabriele Miceli, Universita Cattolica Del Sacro Cuore, Italy
Loraine Obler, City University of New York, U.S.A.
Pieter Reitsma, Free University Amsterdam, The Netherlands
The purpose of the Neuropsychology and Cognition series is to bring out volumes that
promote understanding in topics relating brain and behavior. It is intended for use by both
clinicians and research scientists in the fields of neuropsychology, cognitive psychology,
psycholinguistics, speech and hearing, as well as education. Examples of topics to be
covered in the series would relate to memory, language acquisition and breakdown,
reading, attention, developing and aging brain. By addressing the theoretical, empirical,
and applied aspects of brain-behavior relationships, this series will try to present the infor
mation in the fields of neuropsychology and cognition in a coherent manner.
The titles published in this series are listed at tlze end ol this volume.
METACOGNITION
IN LEARNING
AND INSTRUCTION
Theory, Research and Practice
Edited by
HOPE J. HARTMAN
Department (~f Education.
The City Collef?e (if the City University of New York,
New York, NY. U.S.A.
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
Library of Congress Cataloging-in-Publication Data.
ISBN 978-90-481-5661-0 ISBN 978-94-017-2243-8 (eBook)
DOI 10.1007/978-94-017-2243-8
This printing is a digital duplication of the original edition.
Printed on add-free paper
Second Printing 2002
A II Rights Reserved
© 200 I Springer Science+B usiness Media Dordrecht
Originally published by Kluwer Academic Publishers in 2001
No part of the material protected by this copyright notice may be reproduced or
utilized in any form or by any means, electronic or mechanical,
including photocopying, recording or by any information storage and
retrieval system, without written permission from the copyright owner.
DEDICATION
This book is dedicated to my wonderful husband, Michael J. Holub, and to organ
and tissue donors everywhere, one of whom recently saved Michael's life by
donating her liver after she tragically died. I hope that this dedication has a
metacognitive benefit for readers who have not made arrangements to become
organ and tissue donors, by telling their families of their wishes. Readers'
metacognitive awareness of themselves as potential organ/tissue donors can enable
readers to take control of their desires and destinies so they can help others either
before or after they are gone. Perhaps increased public awareness of the tremendous
need for organ and tissue donations could have saved the life of my dear friend and
accomplished educational sociologist, Jann Azumi, who died seven years ago
without having a potentially life saving bone marrow transplant.
CONTENTS
List of Contributors IX
Preface xi
Acknowledgments xix
PART 1: STUDENT'S METACOGNITION AND COGNITION
Chapter l Promoting General Metacognitive Awareness 3
Gregory Schraw
Chapter 2 Metacognition in Basic Skills Instruction 17
Annette F. Gourgey
Chapter 3 Developing Students' Metacognitive
Knowledge and Skills 33
Hope J. Hartman
Chapter 4 The Ability to Estimate Knowledge and
Performance in College: a Metacognitive Analysis 69
Howard T. Everson and Sigmund Tobias
PART II: STUDENTS' METACOGNITION AND MOTIVATION 85
Chapter 5 Cognitive, Metacognitive, and Motivational
Aspects of Problem Solving 87
Richard E. Mayer
Chapter 6 Contextual Differences in Student Motivation
and Self-regulated Learning in Mathematics,
English and Social Studies Classrooms 103
Christopher A. Wolters and Paul R. Pintrich
vii
PART III: STUDENT'S META COGNITION AND TEACHING 125
Chapter 7 Mathematics Teaching as Problem Solving:
A Framework for Studying Teacher Metacognition
Underlying Instructional Practice in Mathematics 127
Alice Artzt & Eleanor Ann our-Thomas
Chapter 8 Teaching Metacognitively 149
Hope J. Hartman
Chapter 9 Metacognition in Science Teaching and Learning 173
Hope J. Hartman
PART IV: STUDENTS' METACOGNITION AND CULTURE 203
Chapter I 0 Enhancing Self-Monitoring during
Self-Regulated Learning of Speech 205
Dorothy Ellis and Barry J. Zimmerman
Chapter II Metacognition and EFL/ESL Reading 229
Patricia L. Carrell, Linda Gajdusek, and Teresa Wise
PART V: CONCLUSION 245
Chapter 12 Metacognition, Abilities, and Developing
Expertise: What Makes an Expert Student? 247
Robert J. Sternberg
Author Index 261
Subject Index 279
viii
CONTRIBUTORS
Eleanor Armour-Thomas, Professor of Education, Queens College of City
University ofNew York, Flushing, NY, U.S.A.
Alice Artzt, Professor of Education, Queens College of City University of New
York, Flushing, NY, U.S.A.
Patricia Carrell, Professor of Applied Linguistics, Special Assistant to the Provost,
Georgia State University; Atlanta, GA, U.S. A.
Dorothy Ellis, Professor of Humanities, La Guardia Community College, U.S.A.
Howard Everson, Vice President of the Teaching and Learning Division, Chief
Research Scientist, The College Board, New York, NY, U.S.A.
Linda Gajdusek, Georgia State University, Atlanta, GA, U.S. A.
Annette Gourgey, City University ofNew York, NY, U.S.A.
Hope J. Hartman, Professor of Education, City College of New York, Professor
of Educational Psychology, City University of New York Graduate
School and University Center, New York, NY, U.S.A.
Richard E. Mayer, Professor of Psychology, University of California, Santa
Barbara, U.S.A.
Paul R. Pintrich, Professor of Education and Psychology, University of Michigan,
Ann Arbor, U.S.A.
Gregory Schraw, Professor Educational Psychology, University of Nebraska
Lincoln, U.S.A.
Robert J. Sternberg, IBM Professor of Psychology, Yale University, New Haven,
CT, U.S.A.
Sigmund Tobias, Distinguished Scholar, Professor of Educational Psychology,
Fordham University, New York, NY, U.S.A.
Teresa Wise, Georgia State University, Atlanta, GA, U.S. A.
Christopher A. Wolters, Professor of Educational Psychology, University of
Houston, Houston, TX, USA
Barry J. Zimmerman, Professor of Educational Psychology, City University of New
York Graduate School and University Center, New York, NY, USA
ix
PREFACE
The tenn metacognition, coined by Flavell almost a quarter of a century ago,
has become one of the more prominent constructs in cognitive and educational
psychology. It is generally defined as cognition about cognition or thinking about
one's own thinking, including both the processes and the products. My own interest
in metacognition began in 1974 with my doctoral dissertation research, which
focused on comprehension monitoring and clarification (Hartman-Haas, 1981 ).
Metacognition is especially important because it affects acquisition, comprehension,
retention and application of what is learned, in addition to affecting learning
efficiency, critical thinking, and problem solving. Metacognitive awareness enables
control or self-regulation over thinking and learning processes and products.
Sternberg's (1985) triarchic theory of intellectual perfonnance, and extensive
research on metacognition in reading (e.g. Gamer, 1987), mathematics (e.g.
Schoenfeld, 1989) and other areas, show the importance of metacognition for
academic success.
This book is intended for a broad spectrum of people interested in thinking,
teaching and learning. It has relevance for researchers, teachers and students at all
levels of schooling, and it has implications for thinking, teaching and learning in
nonacademic contexts, such as at work and at home. lnfonnation about
metacognition, while not exhaustive, spans theory, research and practice,
summarizing where the field is now, presenting some innovative theory, research
and applications to metacognitive development and instruction, and suggesting
directions for the future. In this collection we try to highlight some current issues
and approaches as seen by some of the most active contributors to the field.
As reflected in the title, chapters in this volume span the areas of theory,
research and practice. Chapters emphasizing theoretical contributions include a
framework for metacognition in mathematics teaching and the role of metaskill and
will in problem solving. Chapters emphasizing research include a study of
relationships between subject area learning, motivation and self-regulation and
research on monitoring of standard English speech acquisition. Chapters
emphasizing practice include domain-general applications of metacognitive
strategies as well as domain-specific applications.
THE BOOK'S ORGANIZATION
Although all chapters in this collection focus on metacognition, each
contributor approaches the topic from a slightly different perspective. These
different perspectives on metacognition have been organized around the BACEIS
Model of Improving Thinking (Hartman & Sternberg, 1993) because reflective
thinking is the essence of metacognition. This theory is briefly summarized here in
xi