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De La Metacognition A Lapprentissage Autoregule
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Book Synopsis L'apprentissage autorégulé by : Laurent Cosnefroy
Download or read book L'apprentissage autorégulé written by Laurent Cosnefroy and published by . This book was released on 2009 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: La note analyse les principaux modèles de l'apprentissage autorégulé, lesquels sont ensuite confrontés en examinant la place accordée à la dimension motivationnelle ainsi que la façon dont celle-ci s'articule avec les dimensions cognitive et métacognitive. Cette analyse met en lumière trois points à approfondir dans les futures recherches. - Les émotions vécues pendant l'apprentissage et leurs effets sur l'autorégulation. La théorie de Pekrun sur les émotions dans les contextes académiques constitue un cadre théorique particulièrement adapté pour poursuivre cet objectif. - La connaissance des stratégies de contrôle de l'effort demeure parcellaire. Une taxonomie de ces stratégies est présentée. - Les apprenants poursuivent à la fois des buts centrés sur les apprentissages et des buts de protection de la valeur de soi. Des stratégies défensives sont mises en œuvre qu'il convient également de mieux connaître. La dernière partie aborde les implications psychopédagogiques de ces modèles
Book Synopsis Apprendre : la Rencontre Entre Motivation et Métacognition by : Jean-Louis Berger
Download or read book Apprendre : la Rencontre Entre Motivation et Métacognition written by Jean-Louis Berger and published by Exploration. This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cet ouvrage traite des processus d'apprentissage chez des adolescents et jeunes adultes. Le principal objet consiste à comprendre comment ces étudiants s'autorégulent, autrement dit comment les aspects motivationnels, cognitifs et métacognitifs interagissent, dans l'apprentissage des mathématiques appliquées à leur future profession.
Book Synopsis Pour guider la métacognition by : Suzanne Jacob
Download or read book Pour guider la métacognition written by Suzanne Jacob and published by PUQ. This book was released on 2011-05-27T00:00:00-04:00 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Les trois auteures décrivent des expériences d'interventions réalistes en classe, les conditions d'enseignement, de même que les principes d'accompagnement et de formation continue dans une optique métacognitive.
Book Synopsis Metacognition, Self-Regulation and Writing by : Dyanne Escorcia
Download or read book Metacognition, Self-Regulation and Writing written by Dyanne Escorcia and published by John Wiley & Sons. This book was released on 2024-05-29 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' difficulties in producing texts that meet the requirements of academic writing are a recurring concern for teaching staff and those responsible for university courses. Various initiatives are currently being taken, mainly at undergraduate level, to help students improve the quality of their writing. Research into metacognitive processes and the self-regulation of learning can be used to support the design of these writing support systems, particularly by providing a better understanding of the students' difficulties. This book reviews the concepts of metacognition and self-regulation in relation to writing processes. It analyses the metacognitive components involved in text production, their links with successful writing and their individual and contextual determinants. It completes this analysis by drawing on the teaching and assessment of writing in higher education. All of these elements are articulated around a multifactorial modeling of the learning and teaching of academic writing.
Book Synopsis Entre pouvoir et vouloir apprendre, évolution des relations entre les fonctions exécutives et l'apprentissage autorégulé de l'enfance à l'adolescence by : Pauline Laurent (docteure en psychologie)
Download or read book Entre pouvoir et vouloir apprendre, évolution des relations entre les fonctions exécutives et l'apprentissage autorégulé de l'enfance à l'adolescence written by Pauline Laurent (docteure en psychologie) and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: L'apprentissage autorégulé intègre, en fonction des modèles et des auteurs, des théories motivationnelles telles que le sentiment d'efficacité personnelle, la fixation de buts, mais aussi la mise en place de stratégies liées à la gestion de l'apprentissage telles que le monitoring. Il est fréquemment mis en avant pour tenter d'expliquer la réussite ou l'échec scolaire d'un apprenant. La régulation de l'apprentissage peut se définir comme l'ensemble des pensées, des stratégies et des comportements mis en place par un apprenant pour atteindre un but préalablement défini (Shunk & Zimmerman, 1998). Ce concept partage de nombreux points communs avec les fonctions exécutives et les capacités métacognitives (monitoring et processus de contrôle) ce qui nous a conduits à nous interroger, au travers de différentes études, sur les relations entre ces deux concepts. Ce travail de recherche a pour objectif de mieux comprendre les liens entre le contrôle cognitif (fonctions exécutives et métacognition) des apprenants et leur capacité à réguler leurs apprentissages. Nous souhaitons particulièrement observer l'évolution de ces relations entre l'enfance et l'adolescence. Ainsi, au travers de trois études, nous avons développé une échelle d'évaluation de l'apprentissage autorégulé pour les élèves de CM1 et CM2, étudié les liens entre les fonctions exécutives, la métacognition et l'apprentissage autorégulé dans cette même population, ainsi que mesuré l'effet d'une formation à l'apprentissage autorégulé auprès d'élèves de seconde. Les résultats de ces études, associés à ceux d'une précédente recherche chez l'adulte (Laurent, Fenouillet, Kaplan, Pinabiaux, & de Montalembert, en préparation), démontrent une évolution non linéaire de certaines composantes de ces concepts au cours du développement. En effet, les capacités d'inhibition et de flexibilité mentale des élèves de CM1 et CM2 sont en lien avec leur capacité de régulation de l'apprentissage tandis que nous n'observons aucune relation significative dans notre cohorte d'adolescents. Chez l'adulte, nous avions constaté que les difficultés exécutives étaient compensées par une utilisation accrue de stratégies d'autorégulation (Laurent et al., en préparation). Contrairement à nos attentes, les adolescents n'ont pas bénéficié de la formation à l'apprentissage autorégulé sur le court comme sur le long terme. Le développement non linéaire de la maturation cérébrale ainsi que l'évolution de l'intérêt porté aux activités scolaires au cours du développement pourraient être une piste d'explication. Cette recherche apporte de nouvelles connaissances sur les liens entre l'apprentissage autorégulé et les fonctions exécutives, ainsi que sur les processus métacognitifs sous-jacents aux apprentissages. Les recherches futures pourront s'intéresser à l'étude de groupes connus pour leurs troubles exécutifs ou leurs faibles capacités métacognitives.
Book Synopsis Handbook of Metacognition in Education by : Douglas J. Hacker
Download or read book Handbook of Metacognition in Education written by Douglas J. Hacker and published by Routledge. This book was released on 2009-06-15 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Book Synopsis Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought by : Luke Carson
Download or read book Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought written by Luke Carson and published by Routledge. This book was released on 2021-03-15 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: What happens when teachers are removed from the equation, when we learn by ourselves or with peers? Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today’s students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience – what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning. Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning.
Book Synopsis Support in Education by : Chrysta Pelissier
Download or read book Support in Education written by Chrysta Pelissier and published by John Wiley & Sons. This book was released on 2020-09-10 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Apprendre et comprendre written by FNAME, and published by . This book was released on 2016-03-31 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Synthèse des différentes recherches menées sur le sujet par des spécialistes reconnus dans les domaines de la pédagogie et de la psychologie, cet ouvrage : s'intéresse à l'apprentissage, à la compréhension et à la construction du sens en remettant au centre de l'attention l'activité du sujet et les processus de conceptualisation mis en œuvre par les élèves ; présente la métacognition comme aide efficace aux apprentissages scolaires : elle permet en effet aux élèves de dégager la logique implicite contenue dans leurs procédures, assure plus de réussite dans la gestion des tâches, favorise le transfert des compétences, développe l'autonomie, la motivation et l'estime de soi... interroge cette même notion en précisant ses fondements et ses différentes modélisations pédagogiques et didactiques, sans négliger pour autant les apprentissages de techniques propres à chaque discipline et la place première accordée à la cognition.
Book Synopsis Développement et transmission de la métacognition by : Bastien Wagener
Download or read book Développement et transmission de la métacognition written by Bastien Wagener and published by Lulu.com. This book was released on 2011 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dans le domaine des apprentissages, la compréhension de notre propre fonctionnement est centrale. Ainsi, le développement de la métacognition et la transmission des compétences liées sont ici primordiaux. Dans ce travail nous resituons la métacognition par rapport aux notions de conscience, d'attention, et de subjectivité. En mettant en exergue l'intrication existant entre ces dimensions, nous montrons en quoi il est possible de s'inspirer de pratiques travaillant sur la conscience et l'attention pour développer la métacognition. Grâce à une étude longitudinale auprès de jeunes adultes, nous constatons qu'il est possible d'utiliser ces outils nommés pratiques de l'attention (qui regroupent les techniques de relaxation et de méditation) pour développer la métacognition (connaissances et autoévaluations de ses propres performances) de manière significative. Ces résultats ouvrent une réflexion sur l'élaboration de nouvelles remédiations dans ce domaine. Le sujet est alors replacé au coeur de la métacognition tant au niveau théorique que pratique, ce qui offre une meilleure compréhension du fonctionnement métacognitif, et permet une mise en perspective de la métacognition par rapport aux autres dimensions de la cognition humaine.
Book Synopsis Metacognition in Learning and Instruction by : Hope J. Hartman
Download or read book Metacognition in Learning and Instruction written by Hope J. Hartman and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Book Synopsis Apprendre et comprendre by : Armelle Balas-Chanel
Download or read book Apprendre et comprendre written by Armelle Balas-Chanel and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Synthèse des différentes recherches menées sur le sujet par des spécialistes reconnus dans les domaines de la pédagogie et de la psychologie, cet ouvrage : s'intéresse à l'apprentissage, à la compréhension et à la construction du sens en remettant au centre de l'attention l'activité du sujet et les processus de conceptualisation mis en oeuvre par les élèves ; présente la métacognition comme aide efficace aux apprentissages scolaires : elle permet en effet aux élèves de dégager la logique implicite contenue dans leurs procédures, assure plus de réussite dans la gestion des tâches, favorise le transfert des compétences, développe l'autonomie, la motivation et l'estime de soi ... interroge cette même notion en précisant ses fondements et ses différentes modélisations pédagogiques et didactiques, sans négliger pour autant les apprentissages de techniques propres à chaque discipline et la place première accordée à la cognition.
Book Synopsis Metacognition in Educational Theory and Practice by : Douglas J. Hacker
Download or read book Metacognition in Educational Theory and Practice written by Douglas J. Hacker and published by Routledge. This book was released on 1998-03-01 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.
Book Synopsis Handbook of Strategies and Strategic Processing by : Daniel L. Dinsmore
Download or read book Handbook of Strategies and Strategic Processing written by Daniel L. Dinsmore and published by Routledge. This book was released on 2020-01-27 with total page 461 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Strategies and Strategic Processing provides a state-of-the-art synthesis of conceptual, measurement, and analytical issues regarding learning strategies and strategic processing. Contributions by educational psychology experts present the clearest-yet definition of this essential and quickly evolving component of numerous theoretical frameworks that operate across academic domains. This volume addresses the most current research and theory on the nature of strategies and performance, mechanisms for unearthing individuals’ strategic behaviors, and both long-established and emerging techniques for data analysis and interpretation.
Book Synopsis Handbook of Self-Regulation of Learning and Performance by : Dale H. Schunk
Download or read book Handbook of Self-Regulation of Learning and Performance written by Dale H. Schunk and published by Routledge. This book was released on 2017-09-07 with total page 683 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections—basic domains, context, technology, methodology and assessment, and individual and group differences—this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners’ capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications. Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. Global – A significant number of international contributors are included to reflect the increasingly international research on self-regulation. Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers who are highly regarded experts on their particular topics and are active contributors to the field.
Book Synopsis Metacognition and Successful Learning Strategies in Higher Education by : Railean, Elena
Download or read book Metacognition and Successful Learning Strategies in Higher Education written by Railean, Elena and published by IGI Global. This book was released on 2017-01-11 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. Metacognition and Successful Learning Strategies in Higher Education is a detailed resource of scholarly perspectives that discusses current trends in learning assessments. Featuring extensive coverage on topics such as spiritual intelligence strategies, literacy development, and ubiquitous learning, this is an ideal reference source for academicians, graduate students, practitioners, and researchers who want to improve their learning strategies using metacognition studies.
Book Synopsis Metacognition in Science Education by : Anat Zohar
Download or read book Metacognition in Science Education written by Anat Zohar and published by Springer Science & Business Media. This book was released on 2011-10-20 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.
