Metacognitive Knowledge

<p>An important goal in contemporary educational psychology research is adolescent<br />students’ development of higher?order thinking which includes among other<br />things that these students become competent and independent learners and<br />problem solvers. This goal comes forth from the notion of education for life that<br />emphasizes that students can direct their learning and problem solving of their<br />own accord. Especially high?school students can encounter difficulties in<br />independent learning and problem solving when they make the transition to higher<br />education. To counter this these students need to possess among other things<br />metacognitive knowledge which they may have insufficiently.<br />This book offers new insights about late adolescent students’ understanding of their metacognitive<br />knowledge regarding learning and problem solving. It offers a description of a research project conducted<br />to obtain a better understanding of the students’ abilities and views with respect to what their<br />metacognitive knowledge encompasses and how they attempt to develop apply and improve this<br />knowledge regarding learning and the solving of mathematical and first?language problems in a more<br />effective way of their own accord. Specifically the results of the studies of the research project enable us to<br />understand metacognitive knowledge better in that it provides<br />explanations about the students’ development of this knowledge across<br />domains. This book offers further details in terms of providing evidence for<br />theory building regarding metacognitive knowledge.</p>