Metacognitive Development as a Shift in Approach to Learning: An in-depth study

By Jennifer Case *, R. Gunstone. 2002

142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1f080ece4daf731ef6dc17cb95abec3f0989f811

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teaching for transfer of core/key skills in higher education: Cognitive skills (2007, background): “Case and Gunstone (2002) developed deep learning and conceptual understanding in chemical engineering university students as a means of promoting metacognitive skills, but found that these were not easily achieved except among students who initially had a conceptual approach (and a few with an algo”
Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010, background): “As this congruency (Biggs 1993) is metacognitive in nature (Case and Gunstone 2002), the main purpose of the intervention programme presented and evaluated in this paper and designed to enhance self-regulation and deepen the approach to learning is to encourage students to assume an agent and proact”
The epistemological beliefs, learning approaches and study orchestrations of university students (2006, background): “Of relevance is that both constructs refer to learning experience in general, and to metacognitive activities in particular (Schommer, 1993; Case & Gunstone, 2002).”
Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies (2006, methodology): “Referring to the work and conceptualizations of Pintrich, DeGroot and Biggs, Case and Gunstone ( 2002 ) argue that it is clear that constructs of metacognition and approach to learning are strongly related.”
Building health behavior models to guide the development of just-in-time adaptive interventions: A pragmatic framework (2015, background): ““The learning brain naturally assimilates concepts in a spiraling, progressive manner” (Hamid, 2001, p. 315), and the pace of learning is parabolic in nature, with relatively slow early progress followed by more rapid learning (Case & Gunstone, 2002).”
Between deep and surface: procedural approaches to learning in engineering education contexts (2004, background): “Some of the more quantitative course-level research operationalized the concept `approach to learning' through the development of inventories of students' learning, for example, the Approaches to Study Inventory (ASI) (Entwistle & Ramsden, 1983).”