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Course Goal: The goal of the course is to introduce students to the use of metacognition and metacognitive thinking in education and to discuss the scientific evidence for their use in practice. The course will be based on a more or less structured discussion based on assigned readings in the scientific literature. The outcome of the course will be to critically evaluate the role of metacognition in education and to propose procedures for evaluating the use of the concept in education through scientifically validated procedures.
Acquired knowledge: the student understands the basic concept of metacognition and its components. The student is able to describe and explain them in a meaningful way. The student will be able to argue for knowledge about metacognition based on proven scientific evidence and lead a worthwhile discussion on the topic. The student understands the criteria by which the merit of selected scientific articles can be evaluated and critically assesses them. Acquired skills: the student will be able to apply some metacognitive skills in his/her studies and learn the basics of self-regulated learning. The student uses scholarly articles to validate his/her own knowledge and skills as well as to validate presented theses, theories, and approaches that utilize metacognitively designed instruction. Poslední úprava: Pastyříková Iveta, Mgr. (15.11.2024)
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Required:
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. Routledge.Říčan, J., & Pešout, O., (2013). Používané metakognitivní strategie žáků v kontextu autoregulovaného učení. Ústí nad Labem: UJEP. ISBN 978-80-7414-645-9
Fleur, D. S., Bredeweg, B., & van den Bos, W. (2021). Metacognition: ideas and insights from neuro-and educational sciences. npj Science of Learning, 6(1), 13 Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3-14. Webb, J. (2021). Metacognition Handbook: A Practical Guide for Teachers and School Leaders. John Catt Educational. The list of other recommended literature is refined during the course. Poslední úprava: Pastyříková Iveta, Mgr. (15.11.2024)
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