Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 4 RE: Chapters 4, 7, App A, App C
- Vol 4 TE: App C
metacognitive knowledgemetacognitive skillsdomain specificityonline process measuresstrategy transfermetacognitive developmentmeasurement triangulationJournal article Evidence summaryAt a glance
Veenman, Van Hout-Wolters, and Afflerbach introduce Metacognition and Learning by identifying ten conceptual and methodological issues. They distinguish metacognitive knowledge—what learners know about persons, tasks, and strategies—from skills used to plan, monitor, regulate, and evaluate cognition.
Key ideas
These components are related but not identical, and knowing an effective strategy does not ensure its timely use. The article examines whether metacognition is domain-general or domain-specific, how it relates to intelligence, how knowledge and regulation develop, and whether general regulatory skills transfer across tasks. It also considers feelings and judgements that cue control, conscious versus less conscious processes, verbalisation, measurement, and instruction. Common measures—questionnaires, interviews, think-alouds, observations, traces, and performance indicators—capture different aspects and can disagree; on-line process measures are especially important for studying actual regulation.
Why it matters
The authors argue that metacognitive skill contributes to learning beyond intellectual ability but develops through experience and explicit support. Instruction should embed modelling, guided practice, feedback, and gradual independence in meaningful subject matter, while researchers should triangulate methods and avoid treating a broad construct as one interchangeable score.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
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.
From sources to a coherent pathway