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ERIC Number: EJ1039939
Record Type: Journal
Publication Date: 2013-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 94
ISBN: N/A
ISSN: ISSN-1556-1623
A Domain-Specific Account of Self-Regulated Learning: The Cognitive and Metacognitive Activities Involved in Learning through Historical Inquiry
Poitras, Eric G.; Lajoie, Susanne P.
Metacognition and Learning, v8 n3 p213-234 Dec 2013
Educational researchers have recently begun to conceptualize theoretical constructs and mechanisms of metacognitive activities in terms of the features that are specific to particular academic domains and subject matter. In this paper, we propose a framework of domain-specific metacognition in relation to learning through historical inquiry. The framework postulates that students' comprehension of historical events is mediated by a state of coherence in understanding the causes that explain why an event occurred. Comprehension breaks down when the causes that explain the occurrence of historical events are unknown, uncertain, or unreported. In order to reinstate coherence in understanding, students engage in cognitive and metacognitive activities in accordance with disciplinary-based practices. Drawing on the existing empirical evidence, we discuss how the study of self-regulatory processes contributes to our understanding of the challenges faced by students while learning about complex historical topics as well as the skills that are required to gain knowledge while investigating the past.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A