Designing metacognitive activities

By Xiaodong Lin. 2001

257 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ad7bc605f7937a0250d8e5facd5c17f588fda94e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Toward Teachers' Adaptive Metacognition (2005, background): “Instead of seeing what is new and adapting, they often reject what is new (Cohen, 1991; Lin, 2001a).”
Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007, background): “Significantly, within these meta-analyses and in other reviews of pedagogy in this area (Boekaerts & Corno, 2005; Lin, 2001), a distinct shift has been identified from the direct teaching of metacognitive skills and strategies to more emphasis on changes in traditional classroom arrangements and the”
Investigating Preservice Teachers' Professional Growth in Self-Regulated Learning Environments. (2009, background): “Self-questioning can guide learners’ attention to specific aspects of their learning process (Ge, Chen, & Davis, 2005; Kramarski & Gutman, 2006; Lin, 2001), thereby helping learners to monitor and evaluate their learning processes.”
How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics (2012, background): “This is especially important for the design of technology-based learning environments, as these environments tend to overemphasize the visual effects of multimedia affordances while overlooking humanistic aspects (Lin, 2001; Lin & Schwartz, 2003).”
A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions (2004, background): “Lin (2001) argued that reflection prompts could engage students in self-monitoring of contradictory ideas and constructing new understanding without direct teaching of specific strategies.”
Leadership capacity in teams (2004, background): “Specific strategies targeted may include error detecting, effort and attention allocating, elaborating, self-questioning, self-explanation, constructing visual representations, activating prior knowledge, and revision (Lin, 2001).”
Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education (2020, background): “Such reflective prompts (or metacognitive prompts) aremore focused questions aimed at guiding coherent understanding of the domain tasks at hand and may lead to extensive inference generation (Lin, 2001; Tripto et al., 2016).”
Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, background): “In addition, some argue that a shared metacognitive experience during social discourse emerges (Lin, 2001), where peers or other group participants act as external regulators (Azevedo, 2005).”
Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study (2010, unknown): “Second, within these meta-analyses and in other reviews of pedagogy in this area (Boekaerts & Corno, 2005; Lin, 2001 ), a distinct shift has been identified from the direct teaching of metacognitive skills and strategies to more emphasis on changes in traditional classroom arrangements and the crea”
Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning (2009, background): “Lin (2001) asserted that teachers need to model metacognitive strategies since ‘‘students need to be taught these strategies, they are not born with them (p. 23)”.”