Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field presents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field.The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Contents Foreword viii ROBERT J. STERNBERG Preface x Acknowledgement xi 1 A Growing Sense of “Agency” 1 DOUGLAS J. HACKER, JOHN DUNLOSKY, AND ARTHUR C. GRAESSER PART I Comprehension Strategies 5 2 The Role of Metacognition in Understanding and Supporting Reading Comprehension 7 MARGARET G. McKEOWN AND ISABEL L. BECK 3 The Role of Metacognition in Teaching Reading Comprehension to Primary Students 26 JOANNA P. WILLIAMS AND J. GRANT ATKINS PART II Metacognitive Strategies 45 4 Question Generation and Anomaly Detection in Texts 47 JOSÉ OTERO 5 Self-Explanation and Metacognition: The Dynamics of Reading 60 DANIELLE S. McNAMARA AND JOSEPH P. MAGLIANO PART III Metacomprehension 83 6 Metacognitive Monitoring During and After Reading 85 KEITH W. THIEDE, THOMAS D. GRIFFIN, JENNIFER WILEY, AND JOSHUA S. REDFORD 7 The Importance of Knowing What You Know: A Knowledge Monitoring Framework for Studying Metacognition in Education 107 SIGMUND TOBIAS AND HOWARD T. EVERSON PART IV Writing 129 8 Metacognition and Children’s Writing 131 KAREN R. HARRIS, STEVE GRAHAM, MARY BRINDLE, AND KARIN SANDMEL 9 Writing is Applied Metacognition 154 DOUGLAS J. HACKER, MATT C. KEENER, AND JOHN C. KIRCHER PART V Science and Mathematics 173 10 The Interplay of Scientific Inquiry and Metacognition: More than a Marriage of Convenience 175 BARBARA WHITE, JOHN FREDERIKSEN, AND ALLAN COLLINS 11 The Enigma of Mathematical Learning Disabilities: Metacognition or STICORDI, That’s the Question 206 ANNEMIE DESOETE PART VI Individual Differences 219 12 Context Matters: Gender and Cross-Cultural Differences in Confidence 221 MARY LUNDEBERG AND LINDSEY MOHAN 13 Teachers as Metacognitive Professionals 240 GERALD G. DUFFY, SAMUEL MILLER, SETH PARSONS, AND MICHAEL MELOTH PART VII Self-Regulated Learning 257 14 Supporting Self-Regulated Learning with Cognitive Tools 259 PHILIP H. WINNE AND JOHN C. NESBIT 15 Effective Implementation of Metacognition 278 MICHAEL J. SERRA AND JANET METCALFE 16 Self-Regulation: Where Metacognition and Motivation Intersect 299 BARRY J. ZIMMERMAN AND ADAM R. MOYLAN vi Contents PART VIII Technology 317 17 Self-Regulated Learning with Hypermedia 319 ROGER AZEVEDO AND AMY M. WITHERSPOON 18 Interactive Metacognition: Monitoring and Regulating a Teachable Agent 340 DANIEL L. SCHWARTZ, CATHERINE CHASE, DORIS B. CHIN, MARILY OPPEZZO, HENRY KWONG, SANDRA OKITA, GAUTAM BISWAS, ROD ROSCOE, HOGYEONG JEONG, AND JOHN WAGSTER PART IX Tutoring 359 19 Meta-Knowledge in Tutoring 361 ARTHUR C. GRAESSER, SIDNEY D’MELLO, AND NATALIE PERSON 20 In Vivo Experiments on Whether Supporting Metacognition in Intelligent Tutoring Systems Yields Robust Learning 383 KEN KOEDINGER, VINCENT ALEVEN, IDO ROLL, AND RYAN BAKER PART X Measurement 413 21 Measuring Metacognitive Judgments 415 GREGORY SCHRAW 22 Sins Committed in the Name of Ecological Validity: A Call for Representative Design in Education Science 430