Library instruction is predicated on the assumption that transfer learning can take place, but how do librarians determine whether occurring? This study examines use of reflection as a theory within one-shot library classroom to facilitate metacognition and learning. Through analysis student work, researchers demonstrate students connect past skills with current are able assess what they know n...

In this article, we compare conventional uses of metacognition with the kinds of metacognition required by the teaching profession. We discover that many of problems and tasks used in successful metacognitive interventions tend to be reasonably well-defined problems of limited duration, with known solutions. Teaching has unique qualities that differentiate it from many of the tasks and environm...

Metacognition and self-regulation are important skills for successful learning have been discussed researched extensively in the general education literature several decades. More recently, there has growing interest understanding how metacognitive self-regulatory contribute to student success context of computing education. This article presents a thorough systematic review metacognition work ...

This paper takes a cursory examination of some of the research roots concerning the topic of metacognition in computation. Various disciplines have examined the many phenomena of metacognition and have produced numerous results, both positive and negative. I discuss some of these aspects of cognition about cognition and the results concerning them from the point of view of the psychologist and ...

It is still unclear what metacognition is. Two main theories about metacognition are reviewed, each of which claims to provide a better explanation of the phenomenon, while discrediting the other theory as inappropriate. My claim is that in order to do justice to the complex phenomenon of metacognition, we must distinguish two levels of this capacity. It can be shown that each of these theories...

8 undirected, spontaneous thought processes that often occur without our volition 9 and sometimes despite our intentions. Metacognition, by contrast, involves the 10 conscious, often intentional monitoring and evaluation of our own mental pro11 cesses and behaviors. The neural correlates of MW and metacognition may also 12 appear strictly distinct at first, considering the almost exclusive focu...

This study focuses on the effect of a task model on learning to solve problems and the use of metacognitive skills. In two conditions, students played KM Quest, a simulation-gaming environment for the domain of Knowledge Management (KM). In one condition, students had the KM model available that prescribed how to solve KM problems. The other condition provided no such task model. Forty-six stud...

We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipl...

Alzheimer's disease (AD) can impair metacognition in addition to more basic cognitive functions like memory. However, while global metacognitive inaccuracies are well documented (i.e., low deficit awareness, or anosognosia), the evidence is mixed regarding the effects of AD on local or task-based metacognitive judgments. Here we investigated local metacognition with respect to the confidence-ac...