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2 references
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- Vol 4 RE: Chapter 12
self-regulated learningmetacognitioncognitive regulationwinne–hadwin modelcopes frameworkmetacognitive monitoringstrategy adaptationlearning analyticsBook chapter Evidence summaryAt a glance
Winne describes self-regulated learning as a fusion of cognition, metacognition, motivation, and action rather than a separate study skill. The Winne–Hadwin model represents regulation through four recursively and flexibly sequenced phases: defining the task, setting goals and planning, enacting tactics and strategies, and adapting future work.
Key ideas
COPES identifies the conditions, operations, products, evaluations, and standards involved as learners interpret tasks and compare emerging products with goals. Metacognitive monitoring generates information about fit; control changes operations, effort, goals, or conditions. Because these events are conditional and unfold over time, retrospective questionnaires provide an incomplete picture. Winne argues for evidence from multiple channels and fine-grained traces of what learners do, particularly to study dynamic motivation and links between monitoring and control.
Why it matters
A practical implication is to help learners act as learning scientists: form hypotheses about strategies, collect evidence from their own performance, and adapt methods rather than merely follow decontextualized advice.
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- Vol 4 RE: Chapters 6, 12
metacognitionscience educationconceptual understandingmetacognitive knowledgemetacognitive promptsplanning and monitoringteacher professional developmentJournal article Evidence summaryAt a glance
Zohar and Barzilai systematically analyse 178 peer-reviewed studies of metacognition in science education published from 2000 to 2012.
Key ideas
The review shows that metacognition is increasingly embedded in disciplinary learning and conceptual understanding rather than taught only as a generic skill. Common instructional approaches include prompts, questions, reflection, modelling, and explicit attention to learners’ planning and monitoring. The authors also identify gaps in causal evidence, younger age groups, metacognitive knowledge, and teacher professional development.
Why it matters
For educators, the review supports integrating metacognitive guidance within meaningful subject tasks and making relevant strategies explicit while avoiding claims that one decontextualised routine transfers automatically everywhere.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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