Metacognition in Learning and Instruction Neuropsychology and Cognition Volume 19
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METACOGNITION IN LEARNING AND INSTRUCTION NEUROPSYCHOLOGY AND COGNITION VOLUME 19 Series Editor: R. Malatesha Joshi, College of Education, Texas A&M University, U.S.A. Advisory Board: Alfonso Caramazza, Harvard University, U.S.A. George Hynd, University of Georgia, U.S.A. C.K. Leong, University of Saskatchewan, Canada John Marshall, University of Oxford, U.K. Gabriele Miceli, Universita Cattolica Del Sacro Cuore, Italy Loraine Obler, City University of New York, U.S.A. Pieter Reitsma, Free University Amsterdam, The Netherlands The purpose of the Neuropsychology and Cognition series is to bring out volumes that promote understanding in topics relating brain and behavior. It is intended for use by both clinicians and research scientists in the fields of neuropsychology, cognitive psychology, psycholinguistics, speech and hearing, as well as education. Examples of topics to be covered in the series would relate to memory, language acquisition and breakdown, reading, attention, developing and aging brain. By addressing the theoretical, empirical, and applied aspects of brain-behavior relationships, this series will try to present the infor mation in the fields of neuropsychology and cognition in a coherent manner. The titles published in this series are listed at tlze end ol this volume. METACOGNITION IN LEARNING AND INSTRUCTION Theory, Research and Practice Edited by HOPE J. HARTMAN Department (~f Education. The City Collef?e (if the City University of New York, New York, NY. U.S.A. SPRINGER-SCIENCE+BUSINESS MEDIA, B.V. Library of Congress Cataloging-in-Publication Data. ISBN 978-90-481-5661-0 ISBN 978-94-017-2243-8 (eBook) DOI 10.1007/978-94-017-2243-8 This printing is a digital duplication of the original edition. Printed on add-free paper Second Printing 2002 A II Rights Reserved © 200 I Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 2001 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner. DEDICATION This book is dedicated to my wonderful husband, Michael J. Holub, and to organ and tissue donors everywhere, one of whom recently saved Michael's life by donating her liver after she tragically died. I hope that this dedication has a metacognitive benefit for readers who have not made arrangements to become organ and tissue donors, by telling their families of their wishes. Readers' metacognitive awareness of themselves as potential organ/tissue donors can enable readers to take control of their desires and destinies so they can help others either before or after they are gone. Perhaps increased public awareness of the tremendous need for organ and tissue donations could have saved the life of my dear friend and accomplished educational sociologist, Jann Azumi, who died seven years ago without having a potentially life saving bone marrow transplant. CONTENTS List of Contributors IX Preface xi Acknowledgments xix PART 1: STUDENT'S METACOGNITION AND COGNITION Chapter l Promoting General Metacognitive Awareness 3 Gregory Schraw Chapter 2 Metacognition in Basic Skills Instruction 17 Annette F. Gourgey Chapter 3 Developing Students' Metacognitive Knowledge and Skills 33 Hope J. Hartman Chapter 4 The Ability to Estimate Knowledge and Performance in College: a Metacognitive Analysis 69 Howard T. Everson and Sigmund Tobias PART II: STUDENTS' METACOGNITION AND MOTIVATION 85 Chapter 5 Cognitive, Metacognitive, and Motivational Aspects of Problem Solving 87 Richard E. Mayer Chapter 6 Contextual Differences in Student Motivation and Self-regulated Learning in Mathematics, English and Social Studies Classrooms 103 Christopher A. Wolters and Paul R. Pintrich vii PART III: STUDENT'S META COGNITION AND TEACHING 125 Chapter 7 Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics 127 Alice Artzt & Eleanor Ann our-Thomas Chapter 8 Teaching Metacognitively 149 Hope J. Hartman Chapter 9 Metacognition in Science Teaching and Learning 173 Hope J. Hartman PART IV: STUDENTS' METACOGNITION AND CULTURE 203 Chapter I 0 Enhancing Self-Monitoring during Self-Regulated Learning of Speech 205 Dorothy Ellis and Barry J. Zimmerman Chapter II Metacognition and EFL/ESL Reading 229 Patricia L. Carrell, Linda Gajdusek, and Teresa Wise PART V: CONCLUSION 245 Chapter 12 Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student? 247 Robert J. Sternberg Author Index 261 Subject Index 279 viii CONTRIBUTORS Eleanor Armour-Thomas, Professor of Education, Queens College of City University ofNew York, Flushing, NY, U.S.A. Alice Artzt, Professor of Education, Queens College of City University of New York, Flushing, NY, U.S.A. Patricia Carrell, Professor of Applied Linguistics, Special Assistant to the Provost, Georgia State University; Atlanta, GA, U.S. A. Dorothy Ellis, Professor of Humanities, La Guardia Community College, U.S.A. Howard Everson, Vice President of the Teaching and Learning Division, Chief Research Scientist, The College Board, New York, NY, U.S.A. Linda Gajdusek, Georgia State University, Atlanta, GA, U.S. A. Annette Gourgey, City University ofNew York, NY, U.S.A. Hope J. Hartman, Professor of Education, City College of New York, Professor of Educational Psychology, City University of New York Graduate School and University Center, New York, NY, U.S.A. Richard E. Mayer, Professor of Psychology, University of California, Santa Barbara, U.S.A. Paul R. Pintrich, Professor of Education and Psychology, University of Michigan, Ann Arbor, U.S.A. Gregory Schraw, Professor Educational Psychology, University of Nebraska Lincoln, U.S.A. Robert J. Sternberg, IBM Professor of Psychology, Yale University, New Haven, CT, U.S.A. Sigmund Tobias, Distinguished Scholar, Professor of Educational Psychology, Fordham University, New York, NY, U.S.A. Teresa Wise, Georgia State University, Atlanta, GA, U.S. A. Christopher A. Wolters, Professor of Educational Psychology, University of Houston, Houston, TX, USA Barry J. Zimmerman, Professor of Educational Psychology, City University of New York Graduate School and University Center, New York, NY, USA ix PREFACE The tenn metacognition, coined by Flavell almost a quarter of a century ago, has become one of the more prominent constructs in cognitive and educational psychology. It is generally defined as cognition about cognition or thinking about one's own thinking, including both the processes and the products. My own interest in metacognition began in 1974 with my doctoral dissertation research, which focused on comprehension monitoring and clarification (Hartman-Haas, 1981 ). Metacognition is especially important because it affects acquisition, comprehension, retention and application of what is learned, in addition to affecting learning efficiency, critical thinking, and problem solving. Metacognitive awareness enables control or self-regulation over thinking and learning processes and products. Sternberg's (1985) triarchic theory of intellectual perfonnance, and extensive research on metacognition in reading (e.g. Gamer, 1987), mathematics (e.g. Schoenfeld, 1989) and other areas, show the importance of metacognition for academic success. This book is intended for a broad spectrum of people interested in thinking, teaching and learning. It has relevance for researchers, teachers and students at all levels of schooling, and it has implications for thinking, teaching and learning in nonacademic contexts, such as at work and at home. lnfonnation about metacognition, while not exhaustive, spans theory, research and practice, summarizing where the field is now, presenting some innovative theory, research and applications to metacognitive development and instruction, and suggesting directions for the future. In this collection we try to highlight some current issues and approaches as seen by some of the most active contributors to the field. As reflected in the title, chapters in this volume span the areas of theory, research and practice. Chapters emphasizing theoretical contributions include a framework for metacognition in mathematics teaching and the role of metaskill and will in problem solving. Chapters emphasizing research include a study of relationships between subject area learning, motivation and self-regulation and research on monitoring of standard English speech acquisition. Chapters emphasizing practice include domain-general applications of metacognitive strategies as well as domain-specific applications. THE BOOK'S ORGANIZATION Although all chapters in this collection focus on metacognition, each contributor approaches the topic from a slightly different perspective. These different perspectives on metacognition have been organized around the BACEIS Model of Improving Thinking (Hartman & Sternberg, 1993) because reflective thinking is the essence of metacognition. This theory is briefly summarized here in xi the preface and in more detail in Chapter 3. The BACEIS model is a theory of factors which affect intellectual performance. The BACEIS acronym stands for the following: B =behavior, A=affect, C=cognition, E=environment, l=interacting, S=systems (See Chapter 3, Figures I & 2 for the structural model and an illustration, respectively). This systems model suggests that internal factors of the student's cognition and affect are related