000			04428cam a22004937i 4500
001			23534557
003			OSt
005			20260131113042.0
008			240124s2024 enka 000 0 eng d
010			_a 2023290622
015			_aGBC3G2843 _2bnb
016	7		_a021189977 _2Uk
020			_a9780367713874 _q(paperback)
020			_z9781000981704 _q(pbk.)
020			_z9781003150602 _q(ebook)
035			_a23534557
035			_a(OCoLC)1400104067
040			_aUKMGB _beng _erda _cTUPM _dOCLCO _dBDX _dOCLCF _dOCLCQ _dOCLCO _dDLC
042			_alccopycat
050			_aLB 1051 _bM48 2024
245	0	0	_aMetacognition and education : _bfuture trends / _cedited by Shirley Larkin.
264		1	_aLondon : _bRoutledge/Taylor & Francis Group, _c2024.
300			_a208 pages : _billustrations ; _c24 cm.
336			_atext _2rdacontent
336			_astill image _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
490	0		_aResearch on teaching thinking and creativity
504			_aIncludes bibliographic references and index.
505			_aIntroduction; 1. Understanding the role of mind wandering and mindfulness in creativity; 2. Who are the students in metacognition research in high school science education? Reflections on ecological validity, representative design, and generalizability; 3. Teachers’ professional competence to support metacognition; 4. Are students who use the internet to assist with assignments prone to metacognitive overestimations?; 5. The effect of metacognitive use of learning strategies on student test performance; 6. Metacognition and self-regulated learning in manipulative robotic problem-solving task; 7. The role of automatic and analytic processes on mathematics performance: cognitive inhibition and metacognition; 8. Supporting metacognitive and cognitive processes during self-study through mobile learning; 9. Teacher metacognition: Is there a role for personal construct psychology?; 10. Mindfulness as metacognition: Implications for research and practice in education
520			_a"Metacognition is crucial to education in a changing world. The role of mobile applications, AI and global issues such as climate change make the need for developing learners with the ability to monitor and control their own thinking increasingly necessary. Metacognitive learners are learners who can draw on their own knowledge of their own thinking processes to optimise the conditions under which they learn best. Metacognitive learners are self-regulating and pro-active in motivating themselves to learn new skills. Metacognitive learners are strategic in terms of managing their own resources to get the best from every learning opportunity and to transfer that knowledge to new areas of work. This book is timely in demonstrating how metacognition research is addressing issues of importance in future education. The chapters are authored by an international group of scholars from four continents, who are experts in the field of metacognition and self regulation research. Drawing on their years of experience they look to the future to suggest the future trends in metacognition research. At the same time chapters are rooted in practical application and suggest ways in which the research can be translated into educational environments. The book addresses some new areas of metacognition research such as mind wandering as well as established areas such as teacher metacognition. We are also reminded to consider the social interactions between students and others and the role that relationships play in developing metacognition. Both researchers and educators of all types will find something of interest here. The book sets the trend for future trends in metacognition research." -- Publisher's description
590			_aLarkin, S. (Ed.). (2024). Metacognition and education: Future trends. Routledge.
650		0	_aLearning, Psychology of.
650		0	_aMetacognition _xStudy and teaching
650		0	_aSelf-regulated learning
650		0	_aEducational psychology
650		0	_aLearning strategies
650		0	_aEducational innovations
700	1		_aLarkin, Shirley, _eeditor.
906			_a7 _bcbc _ccopycat _d2 _encip _f20 _gy-gencatlg
942			_2lcc _cBK _n0
999			_c31204 _d31204