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Metacognition and education| title | Metacognition and education |
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| start_date | 2024/01/16 |
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| schedule | 09h-17h30 |
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| online | no |
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| location_info | / |
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| summary | The importance of metacognition for learning, in and out of the classroom, is undeniable and has been demonstrated across a wide range of domains and methods. Relying on both early-emerging core capacities and late-emerging, acquired and culturally situated components, metacognition encompasses many processes and skills: it enables learners to adjust their learning strategies, request help when uncertain, monitor the quality of their memories, or correct themselves. Tremendous progress has been made in recent years to identify the mechanisms underlying metacognitive processes, and to characterize how they foster learning. However, designing and implementing active pedagogies that allow pupils to exert and improve their metacognitive skills to learn better in the classroom remains challenging, in particular when it comes to designing solutions that can reduce inequalities. In this workshop, we aim to bring together both lab-based evidence and field-grounded research in an informal setting to discuss new avenues of research into the role of metacognition in education. |
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| responsibles | Goupil, Faivre |
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Workflow history| from state (1) | to state | comment | date |
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| submitted | published | | 2024/01/11 13:57 UTC |
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