Facilitating Students' Inquiry and Learning and Metacognitive Development through Modifiable Software Advisers
Barbara White, Todd A. Shimoda, J. Frederiksen 2000 Lawrence Erlbaum Associates. Chapter 4 in Computers as Cognitive Tools, Volume II, p.97-132.

In this chapter, the authors argue that young students need to develop conscious, explicit theories of their own and each other's cognitive and social processes. Such awareness can enable them to engage in reflective conversations about the nature, purpose, and utility of these processes and thereby come to understand them better, use them more effectively, and improve them. In particular, we discuss the importance of facilitating young students' development of widely applicable theories about collaborative inquiry and reflective learning. Enabling them to construct such theories should lead to improvements in their learning and reflection skills as well as to their metacognitive development in general.

ISBN 13: 978-0805829310

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Subject: Education
Resource Type: Pedagogic Resources:Overview/Summary, Book Section
Research on Learning: Instructional Design:Inquiry-Based Learning, Constructivism, Cognitive Domain:Cognitive Development, Metacognition