Metacognition Research and Theory: Analysis and Implications for Instructional Design
M.E. Osman, M.J. Hannafin 1992 Educational Technology Research and Development v. 40(2), p. 83-99.

Abstract: 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.



Subject: Education
Resource Type: Pedagogic Resources:Research Results, Journal Article
Research on Learning: Instructional Design, Cognitive Domain:Metacognition