Metacognition in educational theory and practice
By John Dunlosky and Arthur C. Graesser
"Metacognition in educational theory and practice" was published by L. Erlbaum Associates in 1998 - Mahwah, N.J, it has 407 pages and the language of the book is English.
“Metacognition in educational theory and practice” Metadata:
- Title: ➤ Metacognition in educational theory and practice
- Authors: John DunloskyArthur C. Graesser
- Language: English
- Number of Pages: 407
- Publisher: L. Erlbaum Associates
- Publish Date: 1998
- Publish Location: Mahwah, N.J
“Metacognition in educational theory and practice” Subjects and Themes:
- Subjects: ➤ Cognitive learning - Metacognition - Educational psychology - Apprentissage cognitif - Métacognition - EDUCATION - Metacognitie - Onderwijspsychologie - Ensino e aprendizagem - Metacognição - Desenvolvimento cognitivo
- Places: United States
Edition Specifications:
- Pagination: xiv, 407 p. :
Edition Identifiers:
- The Open Library ID: OL691447M - OL18325583W
- Online Computer Library Center (OCLC) ID: 44957327 - 97038586 - 37748500
- Library of Congress Control Number (LCCN): 97038586
- ISBN-10: 0805824812
- All ISBNs: 0805824812
AI-generated Review of “Metacognition in educational theory and practice”:
"Metacognition in educational theory and practice" Description:
The Open Library:
Metacognition in Educational Theory and Practice presents the most current perspectives on the role of metacognition in diverse, educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognition processes during instruction, more durable and transferable learning can be achieved. That is a major thesis of this volume.
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