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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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1 reference
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- Vol 4 RE: Chapters 4, 7
- Vol 4 TE: App C
- Vol 5 TE: App C
metacognitionself-regulated learninglearning strategy regulationreflective practiceexam wrapperslearning journalsexpert thinkingJournal article Evidence summaryAt a glance
Tanner argues that students should be explicitly taught to think about and regulate their learning rather than expected to discover effective approaches unaided. Metacognition includes awareness of one’s knowledge and strategies and regulation through planning, monitoring, and evaluating.
Key ideas
The article offers practical prompts that can be embedded before, during, and after learning: identifying prior knowledge and goals, predicting difficulties, explaining reasoning, checking understanding, noticing confusion, comparing strategies, analysing errors, and planning changes. Activities include reflective exam wrappers, learning journals, minute papers, explicit discussion of study strategies, modelling an expert’s thinking, and asking students to connect evidence with claims. The goal is not reflection as an extra assignment but recurring attention to how learning decisions affect outcomes. Students may initially lack vocabulary, accuracy, or willingness to report difficulties, so prompts need modelling, psychological safety, feedback, and repeated use.
Why it matters
For science educators, active learning should be “minds-on” as well as hands-on: instructors can make disciplinary thinking visible and create cycles in which learners choose a strategy, observe its consequences, and deliberately adjust.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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