EDPSYCH 526 A (SLN 3084) Metacognition
and EDC&I 505 U (SLN 3025)
Seminar on Metacognition
Spring Quarter, 2004,
Wednesday ,
Miller Hall, Room 216
Syllabus on line at http://faculty.washington.edu/sunolen/526/526_syl_04.htm
Students read and discuss theoretical and research papers
from the extensive literature on metacognition. Focuses on
defining the concept of metacognition, establishing its range of applicability
to educational matters, and becoming familiar with excellent examples of
metacognitive research.
Metacognition involves "thinking about thinking." The
seminar course will include important papers in the field, looking at
metacognition as a cognitive and social processes, and
as knowledge students have about the ways they work. The readings and
discussion will emphasize how metacognition contributes to learning in the
classroom.
Student participation is a
fundamental aspect of the course. The
class will be organized into groups. The
groups will be responsible for leading discussions and designing class
activities relevant to each of the papers studied. The groups are asked to distribute to the
class the week before an overview of each paper and a set of questions or
issues to help focus study and debate.
The overview should include: (i) the purpose
of the paper, (ii) a brief summary, and (iii) an outline of general issues raised by the work.
The groups will also prepare an activity for the class to foster
discussion and participation. Ideas for
activities are (i) organizing a debate over an
issue raised by the paper, (ii) presenting some assessment task for critical
evaluation, (iii) showing examples of students’ assessments for the class to score,
and (iv) developing a scoring rubric for an assessment
task. Following the class discussion and
activity, the group is asked to produce a short, written report. This should include the overview of the
paper, the plan for the classroom discussion and activity, and a reflection on
the effectiveness of their class session.
The report is due the week following the activity.
There will be a course paper or project. Students may use
their group as a collaborative resource in developing their papers or projects,
but they are each responsible for writing an individual paper. A paper might address topics such as:
critically analyzing various approaches for incorporating metacognition in
instruction, analyzing ways for identifying evidence for the role played by
metacognition in classroom learning, looking at the relationships of
metacognition to transfer and "learning to learn", and the like. A project might be developing a way of
assessing metacognition in a learning transcript, trying out a metacognitive
learning strategy with some students, or introducing metacognitive reflection
into a collaborative learning group and analyzing how it worked in the group.
For example, a student interested in assessing
metacognition might design a protocol for students to use in presenting their
work that will reveal their metacognitive awareness of how they worked. The
student might try out their assessments with some students in a classroom and
develop a method for scoring the student assessments they have collected. The student would then analyze their data in
order to show how the assessment addresses the metacognitive skills they have
chosen or how it supports students’ learning.
Other types of projects are possible.
In the final week, the students will report to the class on their
papers. A report describing the development and
results of their paper or project will be submitted by each student at the end
of the course.
Grading will be based on the
following:
Course readings will be
available on by the second week of classes.
(Some journal articles are available online as well). The readings for
April 7 will be distributed in class.
Some readings are required, some optional. Some of these have been decided in advance,
others will be announced as the course progresses.
D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.) (1998). Metacognition in educational theory and
practice.
Week 1 (March 31). Introduction to the course
and its organization. What is
metacognition? Class Activity: Getting to know one another. Overview of readings. Group Organization.
Week 2 (April 7). Foundations.
Brown, A. L. (1987). Metacognition, executive
control, self-regulation and other more mysterious mechanism. In F. E. Weinert,
& R. H. Kluwe (Eds.), Metacognition, motivation, and understanding
(pp. 65-116):
Collins, A., Brown J., & Newman, S. (1989). Cognitive apprenticeship: Teaching the
craft of reading, writing, and mathematics.
In L, Resnick (Ed.), Knowing, Learning, and
Instruction: Essays in Honor of Robert Glaser, 453-494.
Hacker, D. J. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational theory and practice.
Schoenfeld, A. (1983).
Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual
performance. Cognitive Science, 7, 329-363.
Schoenfeld, A. H. (1987).
What’s all the fuss about metacognition? In Schoenfeld,
A. H. (Ed), Cognitive Science and
Mathematics Education, pages 189-215.
Week 3 (April 14). Optional Background
Flavell, J. H.
(1979). Metacognition and cognitive
monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Schraw, G., & Moshman (1995). Metacognitive
theories. Educational Psychology Review, 7, 351-371.
Week 4 (April 21). Development
of metacognition
Brown, A. L., & Reeve, R. A.
(1986). Reflections
on the growth of reflection in children.
Cognitive Development, 1,
405-416.
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s
metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
Rogoff, B., & Gardner, W. (1984). Adult
guidance of cognitive development. In B. Rogoff
& J. Lave (Eds.), Everyday cognition:
Its development in social context.
Scardamalia, M., & Bereiter, C. (1983). Child as co-investigator: Helping children to
gain insight into their own mental processes.
In S. G. Paris, M. Olson, & H. W. Stevenson (Eds.), Learning and motivation in the classroom.
(pp. 61-82)
Wellman, H. M. (1977). The early
development of intentional memory behavior. Human Development, 20(2), 86-101.
Week 5 (April 28). Goals, strategies, and motivation
Nolen, S. B.
(1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287.
Graham, S., & Golan, S. (1991). Motivational influences
on cognition: Task involvement, ego involvement, and depth of information
processing. Journal of Educational
Psychology, 83, 187-194.
Pintrich, P.,
& de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom
academic performance. Journal of
Educational Psychology, 82(1), 33-40.
Nolen, S. B.
(1996). Why study? How reasons for learning influence strategy selection. Educational Psychology Review, 8(4),
335-355.
_____________Readings for week 5 below this
line are optional_________________
Commentaries on
Nolen (1988):
Brown, A. L. (1988). Motivation to learn and understand: On
taking charge of one's own learning. Cognition & Instruction, 5(4),
311-321.
Lepper, M. R. (1988). Motivational
considerations in the study of instruction. Cognition & Instruction, 5(4), 289-309.
Week 6 Self-regulated Learning
Zimmerman, B.
J. (1989). A social cognitive view of self-regulated academic
learning. Journal of Educational
Psychology, 81(3), 329-339.
Winne, P. H. (1995). Inherent details in self-regulated
learning. Educational Psychologist, 30(4),
173-188.
Wolters, C. A. (2003). Regulation of Motivation: Evaluating
an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38(4), 189-205.
_____________Readings
for week 6 below this line are optional_________________
Commentaries on
Winne (1995):
Boekaerts, M.
(1995). Self-regulated learning: Bridging the gap between metacognitive
and metamotivation theories. Educational Psychologist, 30(4), 195-200.
Pressley, M. (1995). More about the development of
self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30(4),
207-212.
Kuhn, D., &
Pearsall, S. (1998). Relations between metastrategic
knowledge and strategic performance. Cognitive
Development, 13, 227-247.
Kitchener, K. S. (1983). Cognition, metacognition,
and epistemic cognition: A three-level model of cognitive processing. Human Development, 26(4), 222-232.
Kuhn, D., Cheney, R., & Weinstock, M. (2000). The
development of epistemological understanding. Cognitive Development, 15(3), 309-328.
Hammer, D., & Elby,
A. (2002). On the form of a personal epistemology. In
Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of
beliefs about knowledge and knowing, pages 169-190.
Hofer, B. K., & Pintrich, P. R. (1997). The development of
epistemological theories: Beliefs about knowledge and knowing and their
relation to learning. Review of
Educational Research, 67(1), 88-140.
White, R. T., & Gunstone, R. F. (1989). Metalearning and conceptual change.
International Journal of Science
Education, 11, Special Issue, 577-586.
Week 8 (May 19). Social
contexts/learning environments
Hatano, G. & Inagaki, K. (2003). When is conceptual change intended?: A cognitive-sociocultural
view. In G.M. Sinatra & P. R. Pintrich (Eds.), Intentional
conceptual change (pp.407-427).
Hogan, K. Collective metacognition: The interplay
of individual, social, and cultural meanings in small groups’ reflective
thinking. In
Palincsar, A. S. (1998). Social constructivist perspectives on
teaching and learning. Annual Review of Psychology, 49,
345-375.
Week 9 (May 26). Social contexts/learning environments
Frederiksen, J. R., & White,
B. Y. (1997). Cognitive facilitation: A method for promoting reflective
collaboration. In Proceedings of the Second International
Conference on Computer Support for Collaborative Learning.
B. White Ref. On
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal
teaching of comprehension-fostering and comprehension monitoring activities.
Cognition and Instruction, 1(2),
117-175.
Vye, N., Schwartz, D.,
Bransford, J., Barron, B., Zech, L., and The Cognition
and Technology Group at Vanderilt (1998). SMART environments that support monitoring, reflection, and
revision. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational
theory and practice.
Week 10 (June 2). Student presentations of
projects.