Metacognition, Strategy Use, and Instruction

Waters and Schneider have assembled a broad collection of articles on metacognition and strategy development in diverse learning contexts. The collection honors the work of Michael Pressely and mirrors the major themes within his body of work. Presseley always worked closely with teachers to help them implement effective learning strategies in the classroom. Each article situated within the lager body of research on metacognition, strategy use, and instruction. The articles are organized into three areas: skilled memory; contexts within match and sciences; and reading, writing, and academic performance. Each article illustrates how researchers are conceptualizing and investigating complex issues related to metacognition and strategy use and their relevance to classroom practice. May of the studies utilize micro genetic research design demonstrating this methodology's importance in gathering details longitudinal data on the development of strategy use in individual children. Making connections between learning theory and classroom practice can be difficult for students in education courses. This collection would be a valuable text in a graduate course focusing on educational psychology as well as research design.

Harriet Salatas Waters, PhD, is Professor of Psychology at Stony Brook University, Stony Brook, New York. She received her MA in experimental psychology from the University of Colorado at Boulder in 1973 and her PhD from the University of Minnesota’s Institute of Child Development in 1976. Her research interests include memory development, the development of prose production skills, strategy use, and the structure and social co-construction of mental representations of early social experience.

Wolfgang Schneider, PhD, is University Vice-President and Professor of Psychology at the University of Würzburg, Germany. He earned his PhD in psychology from the University of Heidelberg in 1979. He is Past President of the German Psychological Society and President-Elect of the International Society for the Study of Behavioral Development. His research interests include the development of memory and metacognition, giftedness and expertise, and reading and spelling, as well as the prevention of reading and math difficulties.

Skilled Memory
Metacognition and Strategy Discovery in Early Childhood	p. 3
Teachers' "Mnemonic Style" and the Development of Skilled Memory	p. 23
Metacognition and Memory Development in Childhood and Adolescence	p. 54
Math and Science
Self-Explanations Promote Children's Learning	p. 85
Bird Experts: A Study of Child and Adult Knowledge Utilization	p. 113
The Dual Components of Developing Strategy Use: Production and Inhibition	p. 135
Fostering Scientific Reasoning with Multimedia Instruction	p. 160
The Importance of Metacognition for Conceptual Change and Strategy Use in Mathematics	p. 176
Reading, Writing, And Academic Performance
Determining and Describing Reading Strategies: Internet and Traditional Forms of Reading	p. 201
Metacognition and Strategies Instruction in Writing	p. 226
Metacognition, Intelligence, and Academic Performance	p. 257
Conclusion
Common Themes and Future Challenges	p. 281
Author Index	p. 289
Subject Index	p. 295
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Metacognition, Strategy Use, and Instruction

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Metacognition, Strategy Use, and Instruction

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