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.
|Award date||10 Oct 2001|
|Place of Publication||Enschede|
|Publication status||Published - 10 Oct 2001|