Metacognitive development: A view beyond cognition

Research in Science Education

Volumn 36, Issue 1-2, 2006, Pages 51-67

  Case, Jennifer ^a   Gunstone, Richard ^b  

^a UNIVERSITY OF CAPE TOWN   (South Africa)

^b MONASH UNIVERSITY   (Australia)

Author keywords

Approach to learning; Chemical engineering; Cognition; Metacognitive development

Indexed keywords

EID: 33646158698     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-004-3953-9     Document Type: Article

References (19)

1. Baird, J. R. (1990). Metacognition, purposeful enquiry and conceptual change. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 183-200). London: Routledge.
2. Baird, J. R., & Northfield, J. R. (1992). Learning from the PEEL experience. Melbourne, Australia: Monash University Printing Services.
3. Biggs, J. B., & Moore, P. J. (1993). The process of learning (3rd ed.). New York: Prentice Hall.
4. Case, J. M. (2000). Students' perceptions of context, approaches to learning and metacognitive development in a second year chemical engineering course. Unpublished PhD Thesis, Monash University, Melbourne, Australia.
5. Case, J. M., & Gunstone, R. F. (2002). Metacognitive development as a shift in approach to learning: An in-depth study. Studies in Higher Education, 27 (4), 459-470.
6. Case, J. M., & Gunstone, R. F. (2003a). Approaches to learning in a second year chemical engineering course. International Journal of Science Education, 25 (7), 801-819.
7. Case, J. M., & Gunstone, R. F. (2003b). Going deeper than deep and surface approaches: A study of students' perceptions of time. Teaching in Higher Education, 8 (1), 55-69.
8. Case, J. M., Gunstone, R. F., & Lewis, A. E. (2001). Students' metacognitive development in an innovative second year chemical engineering course. Research in Science Education, 31 (3), 331-355.
9. Case, J. M., & Jawitz, J. (2004). Using situated cognition theory in researching student experience of the workplace. Journal of Research in Science Teaching, 41 (5), 415-431.
10. Case, J. M., & Marshall, D. (in press). Between deep and surface: Procedural approaches to learning in engineering contexts. Studies in Higher Education.
11. Entwistle, N. J. (1997). Reconstituting approaches to learning: A response to Webb. Higher Education, 33, 213-218.
12. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: LawrenceErlbaum.
13. Linder, C., & Marshall, D. (1997). Introducing and evaluating metacognitive strategies in large-class introductory physics teaching. In C. Rust (Ed.), Improving student learning: Improving students as learners (pp. 411-422). Oxford, UK: Oxford Centre for Staff and Learning Development.
14. Marton, F., & Säjö, R. (1976). On qualitative differences in learning: I - outcome and process. British Journal of Educational Psychology, 46, 4-11.
15. Pintrich, P., & Groot, E. D. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
16. Ramsden, P. (1988a). Context and strategy: Situational influences of learning. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 159-184). New York: Plenum Press.
17. Ramsden, P. (1988b). Studying learning: Improving teaching. In P. Ramsden (Ed.), Improving learning: New perspectives (pp. 13-31). London: Kogan Page.
18. Säljö, R. (1979). Learning in the learner's perspective. I. Some common-sense conceptions. Gothenburg, Sweden: Institute of Education, University of Göteborg.
19. White, R. T. (1998). Decisions and problems in research on metacognition. In K. G. Tobin (Ed.), International handbook of science education (pp. 1207-1213). Dordrecht, The Netherlands: Kluwer.