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2 references
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- Vol 4 RE: Chapter 6
self-regulated learningmetacognitive monitoringcue utilizationcalibration of judgmentsmetacognitive promptsscaffold fadingdiagnostic feedbackJournal article Evidence summaryAt a glance
Van Merriënboer and de Bruin use a cue-utilization framework to explain how learners monitor and control their own learning. Their central point is that judgments are only as useful as the cues on which learners base them: familiarity, ease, effort, affect, or task features may be available, but they do not all predict later performance equally well.
Key ideas
Reviewing seven contributions to a special issue, the authors argue that instruction should help learners notice and use more diagnostic cues, make better control decisions, and address the full learning cycle rather than monitoring or reflection alone. They propose metacognitive prompts and “second-order” scaffolding that gradually fades as self-regulation develops. They also identify affective states as potentially informative cues whose interaction with cognitive cues remains insufficiently understood. The article is a conceptual synthesis, not an intervention trial.
Why it matters
For practice, it suggests designing prompts, feedback, task sequences, and technology around evidence that helps students calibrate judgments and choose effective next steps, while progressively transferring control to the learner.
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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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