Metacognition in higher education

Henk Vos

    Research output: ThesisPhD Thesis - Research UT, graduation UT

    71 Downloads (Pure)

    Abstract

    This thesis studies (a) the reasoning of students, (b) teaching and learning in a laboratory course, and (c) the ideas of teachers about the structure of a theoretical course. These studies have been united by the concept of metacognition that can be understood globally as cognition on cognition. Reasoning about the content of a course is considered to be a metacognitive skill, the instruction in the lab course contains metacognitive hints and develops the metacognition of the students, and teachers have metacognitive knowledge about the domain. The thesis relates theoretical concepts from instructional science and psychology on the one hand with the practice of education on the other hand.
    Original languageUndefined
    Supervisors/Advisors
    • Dijkstra, S., Supervisor
    • Lesgold, A., Supervisor
    Award date10 Oct 2001
    Place of PublicationEnschede
    Publisher
    Print ISBNs90-365-16658
    Publication statusPublished - 10 Oct 2001

    Keywords

    • IR-37291
    • METIS-204445

    Cite this

    Vos, H. (2001). Metacognition in higher education. Enschede: Twente University Press (TUP).
    Vos, Henk. / Metacognition in higher education. Enschede : Twente University Press (TUP), 2001. 154 p.
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    Vos, H 2001, 'Metacognition in higher education', Enschede.

    Metacognition in higher education. / Vos, Henk.

    Enschede : Twente University Press (TUP), 2001. 154 p.

    Research output: ThesisPhD Thesis - Research UT, graduation UT

    TY - THES

    T1 - Metacognition in higher education

    AU - Vos, Henk

    PY - 2001/10/10

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    N2 - This thesis studies (a) the reasoning of students, (b) teaching and learning in a laboratory course, and (c) the ideas of teachers about the structure of a theoretical course. These studies have been united by the concept of metacognition that can be understood globally as cognition on cognition. Reasoning about the content of a course is considered to be a metacognitive skill, the instruction in the lab course contains metacognitive hints and develops the metacognition of the students, and teachers have metacognitive knowledge about the domain. The thesis relates theoretical concepts from instructional science and psychology on the one hand with the practice of education on the other hand.

    AB - This thesis studies (a) the reasoning of students, (b) teaching and learning in a laboratory course, and (c) the ideas of teachers about the structure of a theoretical course. These studies have been united by the concept of metacognition that can be understood globally as cognition on cognition. Reasoning about the content of a course is considered to be a metacognitive skill, the instruction in the lab course contains metacognitive hints and develops the metacognition of the students, and teachers have metacognitive knowledge about the domain. The thesis relates theoretical concepts from instructional science and psychology on the one hand with the practice of education on the other hand.

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    KW - METIS-204445

    M3 - PhD Thesis - Research UT, graduation UT

    SN - 90-365-16658

    PB - Twente University Press (TUP)

    CY - Enschede

    ER -

    Vos H. Metacognition in higher education. Enschede: Twente University Press (TUP), 2001. 154 p.