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Book Chapter: Metacognitive Education: Going beyond critical thinking
Title | Metacognitive Education: Going beyond critical thinking |
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Authors | |
Issue Date | 2015 |
Publisher | Palgrave Macmillan |
Citation | Metacognitive Education: Going beyond critical thinking. In Martin Davies & Ronald Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education, p. 373-389. New York, NY: Palgrave Macmillan, 2015 How to Cite? |
Abstract | Metacognition is a matter of having knowledge about cognitive processes and being able to monitor and control these processes. This paper argues that the teaching of critical thinking should be expanded and re-conceptualized as part of a broader program for enhancing metacognition, especially at the university level. Metacognitive competence is necessary for coping with rapid changes in the modern world, and provides the foundation for improving thinking and learning. It is proposed that metacognitive competence includes four components: meta-conceptions, general knowledge about cognitive processes, meta self-knowledge, and self-regulation. The paper examines recent research to show how these components contribute to improvements in thinking and learning. It ends with a discussion of two potential reservations about metacognitive education. |
Persistent Identifier | http://hdl.handle.net/10722/215982 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Lau, JYF | - |
dc.date.accessioned | 2015-08-21T13:47:18Z | - |
dc.date.available | 2015-08-21T13:47:18Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Metacognitive Education: Going beyond critical thinking. In Martin Davies & Ronald Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education, p. 373-389. New York, NY: Palgrave Macmillan, 2015 | - |
dc.identifier.isbn | 9781137378033 | - |
dc.identifier.uri | http://hdl.handle.net/10722/215982 | - |
dc.description.abstract | Metacognition is a matter of having knowledge about cognitive processes and being able to monitor and control these processes. This paper argues that the teaching of critical thinking should be expanded and re-conceptualized as part of a broader program for enhancing metacognition, especially at the university level. Metacognitive competence is necessary for coping with rapid changes in the modern world, and provides the foundation for improving thinking and learning. It is proposed that metacognitive competence includes four components: meta-conceptions, general knowledge about cognitive processes, meta self-knowledge, and self-regulation. The paper examines recent research to show how these components contribute to improvements in thinking and learning. It ends with a discussion of two potential reservations about metacognitive education. | - |
dc.language | eng | - |
dc.publisher | Palgrave Macmillan | - |
dc.relation.ispartof | The Palgrave Handbook of Critical Thinking in Higher Education | - |
dc.title | Metacognitive Education: Going beyond critical thinking | - |
dc.type | Book_Chapter | - |
dc.identifier.email | Lau, JYF: jyflau@hku.hk | - |
dc.identifier.authority | Lau, JYF=rp01223 | - |
dc.identifier.hkuros | 249400 | - |
dc.identifier.spage | 373 | - |
dc.identifier.epage | 389 | - |
dc.publisher.place | New York, NY | - |