000			03048naaaa2200313uu 4500
001			https://directory.doabooks.org/handle/20.500.12854/67136
005			20220220025302.0
020			_aintechopen.78892
020			_a9781789851144
020			_a9781789851137
020			_a9781839680359
024	7		_a10.5772/intechopen.78892 _cdoi
041	0		_aEnglish
042			_adc
072		7	_aJNC _2bicssc
100	1		_aFeza, Nosisi _4edt
700	1		_aFeza, Nosisi _4oth
245	1	0	_aMetacognition in Learning
260			_bIntechOpen _c2019
300			_a1 electronic resource (164 p.)
506	0		_aOpen Access _2star _fUnrestricted online access
520			_aMetacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature.
540			_aCreative Commons _fhttps://creativecommons.org/licenses/by/3.0/ _2cc _4https://creativecommons.org/licenses/by/3.0/
546			_aEnglish
650		7	_aEducational psychology _2bicssc
653			_aEducational psychology
856	4	0	_awww.oapen.org _uhttps://mts.intechopen.com/storage/books/8516/authors_book/authors_book.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/67136 _70 _zDOAB: description of the publication
999			_c60642 _d60642