METACOGNITION RESEARCH AND THEORY - ANALYSIS AND IMPLICATIONS FOR INSTRUCTIONAL-DESIGN

被引：54

作者：

OSMAN, ME

HANNAFIN, MJ

机构：

[1] Florida State University, Tallahassee, Florida

来源：

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 1992年 / 40卷 / 02期

关键词：

D O I：

10.1007/BF02297053

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Metacognition, a construct with strong empirical and theoretical foundations, is integral to successful learning. Research on metacognition has provided convincing evidence supporting its importance in the instruction and learning processes. In this article, research on several aspects of metacognition are briefly reviewed and analyzed, examples of metacognitive strategies are provided, and implications for instructional design are described.

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页码：83 / 99

页数：17

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