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ERIC Number: ED362169
Record Type: RIE
Publication Date: 1993-Jan
Pages: 10
Abstractor: N/A
Reference Count: N/A
Hints and Learner Control for Metacognitive Strategies in Problem Solving.
Jo, Miheon Lee
Two types of instructional design strategies, hints and learner control, that can be used to enhance metacognitive strategies in problem solving, are discussed. Metacognition refers to the active monitoring and consequent self-regulation for which one's own mental activities become the objects of reflection. Hints provide guidance that can lead learners to the correct solution, as they provide information, the stimulus for accurate problem solving, and cognitive support. Learner control provides learners with opportunities to analyze their own comprehension and needs and to use instructional components according to analyzed needs. The metacognitive strategies acquired through instruction supported by hints and learner control may be those that are transferred to other contexts and facilitate further learning activities. As learners increase their confidence, they may attempt to modify and improve their own metacognitive strategies even when they are not required. (Contains 21 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Hinting; Self Regulation
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300.