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ERIC Number: ED440088
Record Type: RIE
Publication Date: 1999
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Metacognition: A New Implementation Model for Learning.
Rampp, Lary C.; Guffey, J. Stephen
This article describes an extensive literature review on metacognition which examined the problems and promise that metacognition presents to educators (e.g., why metacognition has not overcome school administrative barriers and why there has been no widespread utilization of learning techniques that have been proven successful). The article defines metacognition, discussing several examples of successful models for teaching metacognition (process-oriented instruction, information-processing model, reflective-research model, and process-based instruction model). It also explains the two major methods of teaching and training metacognition techniques (stand-alone and infused into content). The literature review identified a major gap in the techniques used to teach metacognitive skills. The article suggests an alternative theory to support training in metacognition for high school students. This theory is called the composite theory of intellectual development (CTID). CTID is a paradigm that could effectively attend to the flaws or shortcomings of either the stand-alone or infusion model. CTID holds that stand-alone metacognitive training should be used only in the primary grades. Infusion methods should be reserved for middle and high school as a way of enhancing higher order thinking skills. (Contains 38 references.) (SM)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A