Metacognition in Science Education: Past, Present and Future Considerations
Metacognition in Science Education: Past, Present and Future Considerations
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科学教育中的元认知：过去、现在和未来的思考
DOI：
10.1007/978-1-4020-9041-7_11
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
G. Thomas
中科院分区：
文献类型：
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作者：
G. Thomas
本章以理查德·怀特(1998)在上一版《国际科学教育手册》中的章节为基础。在这一章中，怀特集中讨论了元认知研究中的决策和问题。我写这一章的目的是回顾过去十多年来元认知领域的进展，特别是在科学教育方面，而且在篇幅允许的情况下，还包括整个教育和认知心理学领域的进展。我之所以广泛引用这一章的文献，是因为教育和心理学领域对元认知研究的兴趣有所增加，例如，在欧洲学习与教学研究协会(EARLI)内成立了一个元认知特别兴趣小组(SIG)，并出版了该SIG的旗舰出版物《元认知与学习》(Metacognition And Learning)。
This chapter builds on Richard White’s (1998) chapter in the previous edition of thisInternational Handbook of Science Education. In that chapter, White focused on decisions and problems in research on metacognition. My intention in writing this chapter is to review progress in the area of metacognition over the past 10 or so years, particularly in science education, but also, as space permits, across the fields of education and cognitive psychology in general. My reasons for drawing broadly from the literature for this chapter relate to a growth in interest in the study of metacognition across education and psychology that is evident, for example, in the establishment of a Special Interest Group (SIG) on metacognition within the European Association for Research on Learning and Instruction (EARLI) and the publication of the journalMetacognition and Learning, the flagship publication of that SIG.