Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

By Gregory Schraw, Kent J. Crippen, Kendall Hartley. 2006

1,555 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e34cbe8b4cfc2e9057401ec100c91be778caf400

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance (2008, background): “They are able to select a repertoire of strategies, and monitor their progress in using these strategies toward a goal (e.g., Butler and Winne 1995; Pintrich 2000; Schraw et al. 2006; Zimmerman and Schunk 2001).”
Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010, background): “ Schraw et al. (2006) conclude their paper stressing the importance of teaching and practising learning strategies.”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, positive): “Research on these processes considers students’ judgments of learning and behaviors that affect how they subsequently engage with content and drawing activities (Lajoie 2008; Schraw et al. 2006).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Schraw, Crippen, and Hartley (2006) highlight global planning (e.g., prioritization of work) as an important self-regulatory strategy found among experts.”
Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention (2011, background): “According to Schraw et al. (2006): Effective science instruction must not only increase learning, but also help students develop the metacognitive skills needed to succeed at higher levels of science, and to reconstruct their conceptual knowledge and procedural strategies when necessary.”
Key skills for the 21st century: An evidence-based review (2017, background): “This form of cognitive self-management (Kuhn & Dean, 2004) is a complex skill comprising both cognitive self-knowledge and active cognitive self-monitoring (Schraw et al., 2006; Schraw & Moshman, 1995).”
Metacognitive Theories Revisited (2018, background): “He also continued his work on the promotion of metacognition in education, including science education (Schraw et al. 2006).”
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015, background): “Tutees are, however, expected to increasingly demonstrate initiative for metacognitive regulation, as they become more familiar with and experienced in RPT, for observation of modelled behaviour ideally results in internalisation and gradually in regulative practice (Hadwin et al., 2005; Schraw et a”
Handbook of Research on Learning and Instruction (2011, background): “In this chapter, we examine and critique research evidence from motor skill learning research.”
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “For a review of research on learning, instruction, and self-regulation for science learning, see Schraw, Crippen, and Hartley (2006).”
State of the art – teacher effectiveness and professional learning (2014, positive): “Schraw et al. (2006) call the two main components the knowledge of cognition and the regulation of cognition.”