Metacognitive Learning

1. Front Matter

   Pages i-xii

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2. Introduction: Metacognitive Learning: Focusing on General Knowledge of the Learning Process

   • Joke van Velzen

   Pages 1-12

3. Metacognitive Knowledge in Theory

   • Joke van Velzen

   Pages 13-25

4. General Knowledge of the Learning Process in Practice: What Does It Encompass?

   • Joke van Velzen

   Pages 27-45

5. Instructional Implications: Developing General Knowledge of the Learning Process

   • Joke van Velzen

   Pages 47-64

6. Lucy: How to Go from Learning Situations to Learning Experiences

   • Joke van Velzen

   Pages 65-83

7. Lena: How to Go from Learning Experiences to Explicit General Knowledge of the Learning Process

   • Joke van Velzen

   Pages 85-106

8. Tim: How to Go from Explicit to Explanatory General Knowledge of the Learning Process

   • Joke van Velzen

   Pages 107-120

9. Directing Learning by Setting Up a Learning Plan

   • Joke van Velzen

   Pages 121-134

10. Epilogue: Metacognitive Learning from an Instructional Perspective

    • Joke van Velzen

    Pages 135-145

11. Back Matter

    Pages 147-162

    PDF

In this book, the educational theory of metacognitive learning and its instructional implications are used to describe and illustrate how learners can become effective or self-directive learners. First, three levels of general knowledge of the learning process are discussed in this book through an overview of research studies. The book then describes how learners can develop along these levels and learn to effectively plan their learning. This book includes study and educational material centered on the learning and instruction of general knowledge of the learning process.

• Educational Psychology
• Effective learning techniques
• Learning
• Learning and instruction
• Learning processes
• Metacognition
• Self-directed learning

• Sigmetack/University of Amsterdam, Amsterdam, The Netherlands

  Joke van Velzen

Joke van Velzen is currently the head of the research project Sigmetack, which investigates the construct of metacognitive knowledge in learning, problem solving, and their educational implications. Previously, she was a visiting researcher at the Research Institute of Child Development and Education at the University of Amsterdam and the Head of Research Methods in the teacher training department at the Amsterdam University of Applied Studies. She has published several articles in journals such as American Educational Research Journal, Educational Studies, and Journal of Education for Teaching.

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