By: Davidson, Janet E.; Sternberg, Robert J. Hacker, Douglas J. (Ed); Dunlosky, John (Ed); Graesser, Arthur C. (Ed), (1998). Metacognition in educational theory and practice. The educational psychology series., (pp. 47-68). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, xiv, 407 pp.
Almost everything students do in school is a problem. This chapter describes some of the metacognitive knowledge and processes that help individuals efficiently handle the givens, goals, and obstacles found in problem solving. There are five sections. The first three focus on the metacognitive knowledge and processes related to the three parts of a problem. In particular, the first section discusses the metacognitive knowledge that strategically enables the solver to encode and mentally represent the givens in a problem. The second part focuses on metacognitive processes used to select and revise strategies for accomplishing the goals. The third describes metacognitive processes for identifying and overcoming obstacles. The fourth section describes some of the general features of educational programs aimed at teaching these metacognitive skills. The final section summarizes the main points and discusses areas for future research and training. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
