METACOGNIÇÃO

Adesope, O.O; Leacock, T; Nesbit, J.C., & Winne, P.H. (2005). Using software tools to promote metacognition. The Learning Kit Project. (Research study conducted by Simon Fraser University).Canada.

Adkins, J. (1997). Metacognition: designing for transfer. (Digital paper, University of Saskatchewan). Canada: Retrieved on November 23, 2006 from www.usak.ca/education/coursework/802paper/adkins/abstract.htm.

Alexander, J. M; Johnson, K. E; Albano, J; Freygang, T., & Scott, B. (2006). Relations between intelligence and the development of metaconceptual knowledge. New York: Springer Science. Retrieved October 24, 2006, from http://www.springerlink.com/openurl.asp?genre=article&volume=1&issue=1&s
page=51&issn=1556-1623

Alexander, J.M; Carr, M., & Schwanenflugel, P. J. (1995). Development of metacognition in gifted children: directions for future research. Developmental Review,15,1-37.

Ali, A.A. (2008). Perceptions, difficulties and working memory capacity related to mathematics performance. A master thesis. Centre for science education, university of Glasgow.UK.

Allen, B.A., & Armour-Thomas, E.(1991). Construct validation of metacognition. Journal of Psychology,127(2).

Allington, R. (2000). What really matters for struggling readers: Designing research-based programs. New York: Longman.

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed). Washington, DC: Author.

Ames, D.R., & Kammrath, L.K. (2004). Mind-reading and metacognition: narcissism, not actual competence, predicts self-estimated ability. Journal of Nonverbal Behaviour,28(3)

Anderson J.R. (1990). Cognitive psychology and its implications. (3rd ed). New York: W.H. Freeman and company.

Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum Associates.

Anderson, M., & Oates, T. (2005). Metacognition in computation. A paper presented at 2005 AAAI spring symposium.USA:

Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC digest No ED463659. Retrieved on July 25,2006 from https://files.eric.ed.gov/fulltext/ED463659.pdf

Armbruster, B. B., & et al (1983). The role of metacognition in reading to learn: A developmental perspective. Reading education report No 40.Urbana,IL:Center For The Study Of Reading.[ED 228617]

Ashcraft, M.H. (1998). Fundamentals of cognition. New York : Longman.

Ashman, A.F., & Conway, R.N.F. (1997). An introduction to cognitive education. Theory and application. London: Rutledge.

Baadte, C., & Dutke, S. (2005). Updating social mental models: Towards the role of metacognitive control skills. (Master’s thesis, University of Kaiserslautern). Germany:

Baird, J. R. (1986). Improving learning through enhanced metacognition: A classroom study. European Journal of Science Education, 8(3), 263-282

Baird, J. R., Fensham, P. J., Gunstone, R. F., & White, R.T. (1991). The importance of reflection in improving science teaching and learning. Journal of Research in Science Teaching, 28(2), 163-182.

Baker, L. (1989). Metacognition, comprehension monitoring and the adult readers. Educational Psychology Review,1: pp.3-38.

Baker, L., & Cerro, L. C. (2000). Assessing metacognition in children and adults. In G. Schraw and J. C. Impara (Eds). Issues in the Measurement of Metacognition. Lincoln, NB: Buros Institute of Mental Measurement.

Bavendiek, U. (2004). Identifying student needs for the year abroad preparation. A paper presented at the Navigating The New Landscape For Languages conference held on 30th June-1st July, 2004.UK.

Beeth, M. E. (1998). Facilitating conceptual change learning: the need for teachers to support metacognition. Journal of Science Teacher Education,9(1). USA: Kluwer Academic publishers. 208

Berandi-Coletta, B; Dominowski, R. L; Buyer, L. S., & Rellinger, E. R. (1995). Metacognition and problem solving: A process- oriented approach. Journal of Experimental Psychology: Learning, Memory and cognition.21(1),pp205-223.

Berk, L. E. (2003). Child development. (6th ed.). Boston: Allyn and Bacon.

Berry, J.W; Poortinga, J.H; Segall, M.H., & Dasen, P.R.(2002). Cross cultural psychology: Research and applications. (2nd revised ed).Cambridge: Cambridge University Press.

Beyer, B. K. (1988). Developing a thinking skills program. Boston, MA: Allen & Bacon.

Biehler, R. F., & Snowman, J. (1986). Psychology applied to teaching.(5th ed). Boston: Houghton Miffllin.

Bigozzi, L., & Vezzani, C. (2005). Role of individual writing on metacognitive awareness in scientific concepts learning. (Master’s thesis, Department of Psychology, University of Florence). Italy.

Bloom, P. (2000). How children learn the meaning of words. Cambridge: MIT Press. Bodner, G. M., (2003) Problem solving: the difference between what we do and what we tell students to do, University Chemistry Education, 7, 37-45.

Bogdan, R. J. (2000). Minding minds: Evolving a reflexive mind by interpreting others. Cambridge, MA: MIT Press.

Bonanno, P. (2004). Metacognition within a constructionist model of learning. In International Journal Of Continuing Engineering Education And Life Long Learning, Vol 14, No ½ (pp.9-23). Retrieved from http://www.inderscience.com/search/index on March 14,2007.

Bond, C.W., & Bonds,L.G.(1992). Metacognition: Developing independence in learning. Clearing House,66(1).

Borkowski, J. G. (2000, April). The assessment of executive functioning. Paper delivered at the annual convention of the American Educational Research Association, New Orleans.

Borkowski, J.G., & Muthukrishna, N. (1992). Moving metacognition into the classroom: Working models and effective strategy teaching. In M. Pressley; K.R. Harris & J.T. Guthrie (Eds), Promoting Academic Competence and Literacy in School. San Diago, CA: Academic Press. 209.

Borkowski, J.G; Carr, M., & Pressely, M. (1997). Spontaneous strategy use: Perspectives from metacognitive theory. Intelligence, 11 ,61-75.

Borkowski, J.G; Chan, L.K.S., & Muthukrishna, N. (2000). Issues in the measurement of metacognition. In G. Schraw & Impara (Eds), Lincoln, NB: University of Nebraska Press.

Bransford, J. D; Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school.(Expanded edition). Washington, DC: National Academic Press.

Brown, A. (1987). Metacognition, executive control, self regulation and other more mysterious mechanisms. In F. weinert & R. Kluwe (Eds) Metacognition, Motivation and Understanding. Hillsdale, NY: Erlbaum.

Broyon, M. A. (2004). Metacognition and spatial development: effects of modern and sanskrit schooling. (Master’s thesis, University of Geneva,Switzerland).Retrieved on February 12,2007 from http://www.unige.ch/fapse/SSE/teachers/dasen/home/pages/doc/broyonallahabad.pdf

Bruning, R.H; Schraw, G. J; Norby, M. M., & Ronning, R. R.(2003). Cognitive psychology and instruction.(4th ed). Columbus, OH: Prentice Hall.

Bryant, P.T. (2006). Improving entrepreneurial education through self regulatory skills. In NCIIA peer reviewed papers. Sydney: University of Sydney.

Bunge, M. (1972). Metatheory: In scientific thought: Some underlying concepts, methods and processes. Mouton. Paris.

Burner, K.J. (2007). The effects of reflective and reflexive writing prompts on students’ self-regulation and academic performance. (Unpublished Doctoral dissertation, Department of Educational Psychology and Learning Systems. College Of Education, Florida State University).Florida.

Byrnes, J. P. (1992). Categorizing and combining theories of cognitive development and learning. Educational Psychology Review,4: pp1-35.

Bolivar, C.R. Mediación de estrategias metacognitivas en tareas divergentes y transferencia recíproca. Investigación y Posgrado. Caracas, v. 17, n° 2, Oct. 2002.

Bransford, John; Brown, Ann; Cocking, Rodney (org.).  Como as Pessoas Aprendem. Cérebro, mente, experiência e escola. São Paulo: Senac, 2007.

Brown, Al. Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In F.Weinert y R.Kluwe (eds), Metacognition, Motivation, and Understanding. Hillsdale: LEA, 1987.

Burón, J. Enseñar a aprender: introducción a la metacognición. Bilbao: Mensajero, 1997.

Cao, L., & Nietfeld, J. (2007). College students’ metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. In Australian Journal Of Educational And Developmental Psychology, Vol 7, pp.31-46.

Carr, M. (1998). Metacognition in mathematics from a constructivists perspective. In D. Haker; J. Dunlosky & A. Graesser (Eds). Metacognition in Educational Theory and Practice. NJ: LEA.

Carrell, P; Gajdusek, L., & Wise, T. (1998). Metacognition and efl/esl reading. Instructional Science, 26. Netherlands: Kluwer Academic.

Carroll, J. B. (1993). Human cognitive abilities: A survey of factor –analytic studies. New York: Cambridge University Press.

Carroll, M. (2005). Experience, intention and practice in the teaching of 5-14 primary science, PhD Thesis. University of Glasgow, Glasgow.

Cattell, M. (1999). A study of the effects of metacognition on reading comprehension. (Master’s thesis, San Diego State University). San Diego.

Cetinkaya, P., & Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement and aptitude. In Bogaziei University journal of Education, vol 19(1). Istanbul: Bogaziei University.

Chiang, L. H. (1998). Enhancing metacognitive skills through learning contracts. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago.

Child, D. (1995). Psychology and the teacher. (5th-ed). New York: Holt, Rinehart & Winston.

Chisholm, J. M. (1999). The effects of metacognition, critical thinking, gender, and gender role identification on academic achievement in the middle years. (Master’s degree thesis, Mount Saint Vincent University). Hailfax, Nova Scotia.

Chu,Y.C. (2008). Learning difficulties in genetics and the development of related attitudes in Taiwaneses junior high school. A doctoral thesis. Centre for science education, university of Glasgow. UK.

Clements, D. H., & Nastasi, B.K. (1999). Metacognition, learning and educational computer environments. Information technology in childhood education annual,1,pp5-38.

Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.

Collier, D. (1998). Implementing early intervention in reading and writing in the primary grades: encouraging reflection and strategic thinking. (Master’s internship report, School Of Graduate Studies, Memorial university of New Foundland). NF.

Collins, N. (1994). Metacognition and reading to learn. ERIC Digest No ED376427. Retrieved on September 24, 2006, from https://www.ericdigests.org/1995-2/reading.htm

Collins, V. L: Dickson, S,V; Simmons, D. C., & Kameenui, E. J. (2004). Metacognition and its relation to reading comprehension: A synthesis of theresearch. USA: US office of special education program. Retrieved on December 19,2006 from http://www.metacogsyn.html

Conner, L.N. (2007). Cueing metacognition to improve researching and essay writing in a final year high school biology class. Research In Science Education. Retrieved on January 15,2007, from http://www.ir.centerbury.ac.nz

Cooper, S. S. (2004). Metacognition in the adult learners. Abstract of the Research Article. Weber State University, Ogden, UT, USA: Retrieved on September 26, 2006, from http://www.lifecircles-inc-com/-vti-bin

Corey, D. (2004). Activating metacognition via distance learning: An exploratory study of in-service math teachers’ use of metacognitive monitoring skills in an online problem solving course. Society For Information Technology And Teacher Education International Conference 2004 (1).Retrieved on January 28,2007 from https://www.learntechlib.org/p/13103/

Corliss, S. B. (2005). The effects of reflective prompts and collaborative learning in hypermedia problem based learning environments on problem solving and metacognitive skills. (Unpublished Doctoral dissertation, University of Tezas). Austin.

Cornoldi, C. (1998). The impact of metacognitive reflection on cognitive control. In G. Mazzoni & T. Nelson (Eds). Metacognition and Cognitive Neuropsychology.
Mahwah,NY: Erlbaum.

Coutinho, S. A. (2006). A model of metacognition, achievement goal orientation, learning style and self efficacy. (Unpublished Doctoral dissertation, Department of Psychology, Northern Illinois University). Illinois.

Coutinho, S. A. (2007). The relationship between goals, metacognition and academic success. Educate, Vol 7,No 1,pp39-47.US.

Cronbach, L.J. (1977). Educational psychology.(3rd ed). USA: Harcourt brace Jovanovich, Inc.

Cross, D. R., & Paris, S. G.(1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Education Psychology,80: pp.131-142.

Danili, E. (2004). A study of assessment formats and cognitive styles related to school chemistry. (Ph.D thesis). Centre for Science Education, University of Glasgow.

Darling-Hammond, L; Austin, K; Cheung, M., & Martin, D. (2003). Thinking about thinking: metacognition. Stanford University School of Education. Stanford.

Davidoff, L. L. (1987). Introduction to psychology. (3ed ed). USA: MC Graw Hill.

Davidowitz, B., & Rollnick, M. (2003). Enabling metacognition in the laboratory: A case study of four second year university chemistry students. Research in Science Education, 33,pp 43-69.Netherland: Kluwer Academic.

Davidson, J. E., Deuser, R., & Sternberg, R. J. (1994). The role of metacognition in problem solving. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition:
Knowing About Knowing (pp. 207-226). Cambridge, MA: MIT.

Delclos, V. R., & Harrington, C.(1991). Effects of strategy monitoring and proactive instruction on children’s problem solving performance. Journal of Education Psychology, 83: pp.35-42.

Demetriou, A. (2000). Organization and development of self-understanding and selfregulation. In Monique Boekaerts, P. Pintrich & M. Zeidner (Eds), Handbook of Self-regulation (209-251). USA: Academic press.

Dodd, D.H., & White, R.M. (1980). Cognition: mental structures and processes. Boston: Allyn & Bacon.

Dori, Y.J., & Saar, L. (2004). A metacognitive tool for chemistry student’s comprehension of adapted scientific articles. A research study conducted at Isreal Institute of Technology. Israel: Retrieved from https://books.google.com.br/books?id=Jk7cnS9buSsC&pg=PA166&lpg=PA166&dq=Dori+A+metacognitive+tool+for+chemistry+student%E2%80%99s+comprehension+of+adapted+scientific+articles&source=bl&ots=XS9_EHdfT2&sig=ACfU3U3xMuPmu22d096rH8r-00vP3oKDxw&hl=pt-BR&sa=X&ved=2ahUKEwigg97iq9DiAhWsslkKHVNDBrwQ6AEwAXoECAkQAQ#v=onepage&q=Dori%20A%20metacognitive%20tool%20for%20chemistry%20student%E2%80%99s%20comprehension%20of%20adapted%20scientific%20articles&f=false

Dowling, L. (2000). Metacognition: Theoretical frameworks to understanding learning. Retrieved on December 26, 2006, from https://www.csuchico.edu/…/Metacognition%201.Final.Fall_2010.pptx

Downing, K.J., & Wong, E. (2006). Social and cultural factors in metacognitive development. Hong Kong: City University of Hong Kong.

Dresel, M., & Haugwitz, M. (2005). When gifted students under-regulate their learning: Academic self concept and gender. Moderate the relationship between cognitive abilities and self-regulation strategy use. Department of educational psychology, university of Ulm. Germany.

Driscoll, M. P. (1994). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.

Dunlosky, J., & Graesser, A (1998). Metacognition in educational theory and practice.(Ist ed).Mahwah, New Jersey: Lawrence Erlbaum. (pp. 1-23).

Duric, L. (1989). Essentials of educational psychology. UK: Jessica Kingley.

Efklides, A; Kourkoulou, A; Mitsiou, F., & Zilliaskopoulou, D. (2006). Metacognitive knowledge of effort, personality factors, and mood state: Their relationships with effort related metacognitive experiences. Springer New York, retrieved on September 27, 2006, from https://link.springer.com/article/10.1007/s11409-006-6581-0

Elliott, A. (1993). Metacognitive teaching strategies and young children’s mathematical learning. A working paper presented at the Australian Association for Research in Education Conference, held in November 1993, at Fremantle, WA.

Ellis, H.C., & Hunt, R.R. (1993). Fundamentals of cognitive psychology. (5th ed). USA: McGraw Hill.

El-Sawaf, M.M.F. (2007) Educational beliefs development with pre- and in-service teachers using Perry’s model: a cross-cultural study, PhD Thesis. University of Glasgow, Glasgow.

English, J.A. (1998). Metacognition: Incorporating online and offline reflection into the writing process. Kairos, Vol 3, 1.Ball State University.

Ertmer, P.A., & Newby, T.J (1996). The expert learner: Strategic, self regulated and reflective instructional science. Netherlands: Kluwer Academic.

Everson, H. T; Tobias, S., & Laitusis, V. (1997). Do metacognitive skills and learning strategies transfer across domains? Paper presented at a Symposium On Assessing Metacognitive Knowledge Monitoring held at the annual  214 convention of the American Educational Research Association, Chicago, March 1997.

Eysenck, M.W., & Kane, M.T(1990). Cognitive psychology: A student’s handbook. New Jersey: Erlbaum.

Fernandez -Duque ,D; . Baird ,J.A., &. Posner ,M.I. (2000). Executive attention and metacognitive regulation. Academic Press. USA: Retrieved on October 13,2006 from http://www.idealibrary.com

Field,A.P.(2005). Discovering statistics using SPSS. (2nd ed). London: Sage.

FLAVELL, J.H. First discussant’s comments: What is memory development the the development of? Human Development, 14, 272-278, 1971.

Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. In L.B. Resnick (Eds). The Nature of Intelligence. New York: Erlbaum. 1976.

Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. Weinert, & R. Kluwe, (Eds) Metacognition, Motivation and Understanding. Hillsdale, NY: Erlbaum. Pp.21-29.

Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, July 2004, Vol. 50, No. 3, pp. 274–290.

Flavell, J. H.(1987). Assumptions on the concept of metacognition and on the development of metacognition. In F. Weinert & R. Kluwe (Eds) Metacognition, Motivation and Understanding. Hillsdale, NY: Erlbaum.

Flavell, J. H; Miller, P. H., & Miller, S. A. (1993). Cognitive development.(3rd ed). Englewood cliffs, NJ: Prentice hall.

Flavell, J.H. (1963). The developmental psychology of Jean Piaget. New York: Van Nostrand Reinhold.

Flavell, J.H.(1985). Cognitive development.(2nd ed) New York: Prentice Hall.

_____. El Desarrollo Cognitivo. Madrid: Visor, 1985.Metacognition, learning and educational computer environments. Information technology in childhood education annual.

_____. Cognitive development: children’s knowledge about the mind. Annual Review of Psychology, v. 50, p. 21-45, 1999.

Fontana, D. (1988). Psychology for teachers. (2nd ed). UK: British Psychological Society & Macmillan.

Forster, J. (2003). Quality practice: Implementing differentiated teaching and learning. Australian Journal of Gifted Education,13(1).Sydney.

Gagne,E.D. (1985). The cognitive psychology of school learning. Boston: Little brown.

Gama, C. (2001). Metacognition and reflection in its: Increasing awareness to improve learning. In J.D. Moore et al (Eds) Artificial Intelligence in Education, IOS press (pp492-495).

Gama, C. (2001). Metacognitive awareness: A pilot study in a software design course. School of Cognitive and Computing Science, University of Sussex, Brighton.

Gama, C. (2004). Integrating metacognition instruction into interactive learning environments. (Unpublished Doctoral thesis, University of Sussex). Brighton.

Gardner, P. L. (1995) Measuring attitudes to science: unidimensionality and internal consistency revisited, Research in Science Education, 25(3), 283–289.

Gardner, P. L. (1996) The dimensionality of attitude scales, International Journal of Science Education, 18(8), 913–919.

Garner, R. (1987). Metacognition and reading comprehension. New Jersey: Albex.

Garner, R., & Allexander, P. A. (1989). Metacognition: Answered and unanswered questions. Journal of Education Psychology, 24, pp.143-158.

Garrett, H.E. (2001). Statistics in psychology and education. (6th ed). Islamabad: NBF.

Gilhooly, K.J; Keane, M.T; Logie, R.H., & Erdos, G. (1990). Lines of thinking: (volume 1). Representation, reasoning, analogy and decision making. West Sussex : John Wiley.

Glenberg, A. M; Sanocki, T; Epstein, W., & Morris, C.(1987). Enhancing calibration of comprehension. Journal of experimental psychology, 116: pp.119-136.

Goodrich, H. (1995). Metacognition and character. A paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 18-22,1995.

Gopnik, A., & Meltzoff, A. N. (1997). Words, thoughts, and theories. Cambridge, MA: MIT Press.

Gordana, M. (2005). Problems teaching natural sciences and metacognitive activities of students. In Pedagogia vol 43(3), Beogra: Center for Evaluation in Education and Sciences. Serbia.

Gorsuch, R. L. (1983). Fctor analysis.(2nd ed). Hillsdale, NJ: Lawrence Erlbaum.

Goswami, U. (2000). Cognition in children. UK: Psychology Press.

Goswami, U. (2007). Cognitive development. The Learning Brain: UK: Psychology Press.

Gourgey, A.F. (1998). Metacognition in basic skills instruction. Netherlands: Kluwer Academic.

Gredler, M. E. (1997). Learning and instruction, theory into practice. NJ: Merrill, Prentice Hall.

Gredler, M. E. (1997). Learning and instruction. Ohio: Ohio Literacy center at Kant State University.

GRENDENE, M.V.C. Metacognição: uma teoria em busca de validação. Dissertação (Mestrado em psicologia Social) – Faculdade de Psicologia da Pontifícia Universidade Católica do Rio GraAshworth, P (2000). Psychology and human nature. London: Psychology Press. nde do Sul, Porto Alegre, 2007.

Gronlund N. E. (1985). Measurement and evaluation in education. London: Collier Macmillan.

Groome ,D. (2006). An introduction to cognitive psychology processes & disorders:(2nd ed).UK: Psychology Press.

Hacker, D. J. (1998). Definitions and empirical foundation. In D. Hacker; J. Dunlosky; & A. Graesser (Eds). Metacognition in Educational Theory and Practice. Mahwah, NY: Erlbaum.

Hacker, D. J., & Dunlosky, J; & Graesser, A. C. (1998). Metacognition in educational theory and practice. USA: Lawrence Erlbaum.

Hall, L. (2003). Self knowledge/ self regulation/ self control: a ubiquitous computing perspective. (Doctoral dissertation, Department of Cognitive Science, Lund University). Lund.

Halpern, D. F. (1996). Thought and knowledge: An introduction to critical thinking. Mahwah, New Jersey: Lawrence Erlbaum.

Halter, J. (2005). Metacognition. SDSU Department of Educational Technology. Retrieved on June 25 ,2006 from http://www.etc.edu.cn/www/eet/Articles/metacognition/start.htm

Hanson, J. R.(1996). Metacognition: Strategies for four thought. A paper presented at the annual conference and exhibit of the National Middle School Association, 23rd Baltimore, MD, October 31- November 3, 1996.

Hartman, H. E. (2001). Metacognition in learning and instruction: Theory, research and practice. Netherland: Kluwer Academic.

Hearn, K.L (2005). Evidence of metacognition in twelfth grade students’ reflective journal writing. (Doctoral thesis, Graduate school of Wayne State University). Detroit, Michigan.

Hennessey, M.G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at Annual Meeting of the National Association for Research in Science Teaching (NARST) Boston, MA.

Holistic Education Network. (2004). Metacognition – thinking about thinking – learning to learn. Holistic Education Network Tasmania, Australia.

Hollingworth, R. (2001). The role of computers in chemistry problem solving. Chemical Education Journal (CEJ), Vol 5,No.2. Available at http://www.juen.ac.jp/scien/cssj/cejrnlE.html. Retrieved on August 8,2006.

Hollingworth, R.(2001). The role of computers in teaching chemistry problem solving. Chemical Education Journal (CEJ),Vol.5,No.2.URL http://www.edu.utsunomiya-u.ac.jp/chem/v5n2/rowan/cej_wcc.html

Honolulu Community College Library.(2007). How to document sources in APA style. Retrieved from http://%20www.honolulu.hawaii.edu/library/APAStyle_LibGuide4.pdf

Howard, B. C; Mc Gee, S; Shia, R., & Hong, N. S.(April 2000). Metacognitive self regulation and problem solving: Expanding the theory base through factor analysis. Paper presented at the annual meeting of the American Research Association, New Orleans; LA.

Hudgins, B. B; Phye, G. D; Schau, C. G; Theisen, G.L; Ames, C., & Ames, R. (1983). Educational psychology. Illinois: F.E. Peacock.

Huitt, W. (1997). Metacognition: Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved (September,2006), from http://chiron.valdosta.edu/whuitt/col/cogsys/metacogn.html

Hunt, R. R., & Ellis, H. C. (2004). Fundamentals of cognitive psychology. (7th ed). New York: Steve Rutter.

Ibrahim, M. (2005). Predictors of academic intrinsic motivation and their consequences on performance and metacognition: A study of the international Islamic university matriculation students feelings towards their learning process. A paper red at international symposium on Measurement and Evaluation. June 21-23,2005. Kuala Lumpur: Pan Pacific Hotel.

Imel, S. (2002). Metacognitive skills for adult learning. In Trends and Issues Alert No 39.US: ERIC Document. Retrieved on March 13,2006 from http://.eric.ed.gov.br/?id=ED469264

Jackson, N. (2003). Exploring the concept of meta learning. A paper read at a symposium on “Meta learning in Higher Education”, 10th biennial conference, August 2003, Padova, Italy.

Jacobs, G. M.(2004). A classroom investigation of the growth of metacognitive awareness in kindergarten children through the writing process. Early childhood education Journal vol32, No 1,August,2004.

Jacobs, J. E., & Paris, S. G.(1987). Children’s metacognition about reading: issues in definition, measurement and instruction. Journal of Education Psychology, 22, pp.255-278.

Johnson, B., & Chistensen, L. (2000). Educational research: quantitative and qualitative approaches. Needam Heights, MA: Allyn & Bacon.

Justice, E.M., & Dornan, T.M. (2001). Metacognitive differences between traditional – age and nontraditional age college students. Retrieved on July 20,2006 from https://journals.sagepub.com/doi/10.1177/074171360105100305

Kapa, E. (2001). A metacognitive support during the process of problem solving in a computerized environment. Educational studies in mathematics. 47,pp317-336. Netherland: Kluwer Academic.

Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.

Kassem, C. L. (2006). Facilitating the development of thinking skills, strategies, and habits of mind. The Korean Journal Of Thinking & Problem Solving, 2006,16(1), pp 5-24.

Kim, Y. (2005). Cultivating reflective thinking: the effects of a reflective thinking tool on learners ‘learning performance and metacognitive awareness in the context of on-line learning. (Unpublished Doctoral thesis, College of education, University of Pennsylvania).Pennsylvania:

King, K. (1999). Metacognition in the composition classroom. Idaho State University. Idaho.

Klein, H. (2000). Complex demand on teaching require innovation: Case method and other techniques. Massachusetts: Clearinghouse.

Kleitman, S., & Stankov, L. (2005). Self- confidence and metacognitive processes. Retrieved on December 15, 2006 from http://www.psych.usyd.edu.au

Kleitman, S., & Stankov, L; & Marsh, H. (2003). Metacognition: Self concept, cognitive styles and cognitive correlates. A paper presented at NZARE AARE November 2003. New Zealand.

Kluwe, R.H .(1987). Executive decisions and regulation of problem solving behaviour. In F. weinert & R. Kluwe (Eds) Metacognition, Motivation and Understanding. Hillsdale, NY: Erlbaum.

Koriat, A., & Godsmith, M. (1996). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490-517.

Kozulin, A. (2005). Who needs metacognition more: students or teachers? Paper presented at the Annual Meeting of American Educational Research Association, April 2005. Montreal, Canada.

Kramarski, B; Mevarceh, Z. R., & Arami, M. (2002). The effects of metacognitive training on solving mathematical authentic tasks. Educational Studies In Mathematics,49,225-250.http://www.educ.com.ac.uk/download/MetacogAbstr.pdf

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178–181

Kuhn, D., Amsel, E., & O’Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.

Larkin, S. (2006). Collaborative group work and individual development of metacognition in the early years. Research in Science Eduation,26,pp7-27.

Lecce, S., & Palladino, P.(2004). Theory of mind and metacognition: A study on children,s knowledge about the mind. (Master’s study, University of Pavia). Italy: Retrieved from https://www.researchgate.net/publication/276346437_Theory_of_mind_and_children’s_understanding_of_teaching_and_learning_during_early_childhood

Lefrancois, G. R.(1988). Psychology for teaching.(6th ed). USA: Wadsworth.

Leslie, C.(2006). Metacognition through group practice in the new media classroom. M/C Journal. Retrieved January 26, 2007 from http://journal.media-culture.org.au/0605/11-leslis.php

Lieberman. D.A. (2000). Learning: Behaviour and cognition.(3rd ed) Belmont, CA: Wadsworth.

Lin-Agler, L.M; Moore, D., & Zabrucky, K.M. (2004). Effects of personality on metacognitive self assessment. ERIC document No EJ706694.

Lindner, R.W. (1993). Self regulated learning, metacognition and the problems of transfer. A paper presented at the 48th International Correctional Education Association Annual Conference, July12, 1993, Chicago, IL.

Livingston, J. A. (1996). Effects of metacognitive instruction on strategy use of college students. (Unpublished manuscript, State University of New York). Buffalo:

Livingston, J.A (1997). Metacognition: an overview. Retrieved on November 28,2006 from http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm

Livingston, J.A. (1996). Effects of metacognitive instruction on strategy use of college students. (Unpublished manuscript, State university of New York). Buffalo.

Lockl, K., & Schnieder, W. (2006). Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary. New York: Springer science. Retrieved on October27, 2006, from http://www.springerlink.com/openurl.asp?genre=article&volume=1&issue=1&s page=15&issn=1556-1623

Long, J. D., & Long, E. W. (1987). Enhancing student achievement through metacomprehension training. Journal of Developmental Education 11(1):25

Luca, J., & McMahon, M. (2004). Promoting metacognition through negotiated assessment. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference (pp. 562-570). Perth, 5-8 December,2004.

Maclure, S., & Daries, P. (1991). Learning to think: thinking to learn. Oxford: Pergamon Press.

Manion, V., & Allexander, J. M. (1997). The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall. Journal of Experimental Child Psychology, 67,pp268-289.

Manning, B.H., & Payne, B.D. (1996). Self talk for teachers and students. Needham heights, MA: Allyn & Bacon.

Maqsud, M. (1997). Effects of metacognitive skills and nonverbal ability on academic achievement of high school pupils. Educational Psychology,17(4), 387-397.

Mason, L & Nadalon, C. (2005). Measuring high school students’ metacognitive knowledge, skills and attitude through aili relationship with gender, grade, curriculum and achievement. (Master’s Study ,University of Padua). Italy:

MATEOS, M. Metacognición y educación. Buenos Aires: Aique, 2001.

Matlin, M. W. (1989). Cognition. (2nd ed). New York: Harcourt Brace Jovanovich.

Mazzoni, G., & Nelson, T. (1998). Metacognition and cognitive neuropsychology: Monitoring and control processes. Mahah, NJ: Erlbaum.

Mayor, J., Suengas, A, Marqués, J. Estrategias Metacognitivas. Aprender a Aprender y Aprender a Pensar. Madrid: Síntesis, 1995.

Mc Combs, L. (1988). Motivational skills training: Combining metacognitive, cognitive and affective learning strategies. In Weinstein, Goetz, T & Alexander (Eds), Learning and Study Strategies: Issues In Assessment, Instruction And Evaluation New York: Academic.

Mc Murray, E; & Sanft, M. (2005). Metacognitive application process: a framework for teaching effective thinking skills in FYE courses. A paper presented at the College Survival Becoming A Master Student National Conference, held on February 16-18,2005,Utah.

McNeese, M.D. (2000). Socio-cognitive factors in the acquisition and transfer of knowledge. Cognition, Technology & Work (2000) 2,pp164-177. Ohio:

Meale, M. S. (2005). Effect of goal setting, self-evaluation and self-reflection on student art performance in selected 4th and 5th grade visual art classes. (unpublished Doctoral Dissertation ,Department of Art Education, College of Visual Arts and Dance, Florida State University). Florida

Metcalf, J., & Shimamura, A. P. (1996). Metacognition: Knowing about knowing. Cambridge, MA: MIT Press.

Metcalfe, J. (2000). Metamemory: Theory and data. In E.tulving & F. I. Craik (Eds). The Oxford Handbook of Memory. New York: Oxford University Press.

Metcalfe, J., & Son, L. k. (1999). Metacognition. Paper presented at the Annual meeting of the Psychonomic Society, November 18-21, 1999, New Orleans, CA:

Mevarech, Z., & Fridkin ,S.(2006). The effects of improve on mathematical knowledge, mathematical reasoning and metacognition. New York: Springer science. Retrieved on October 28, 2006, from http://www.springerlink.com/openurl.asp?genre=article&volume=1&issue=1&s page=85&issn=1556-1623

Miles, D; Blum, T; Staats, W. J., & Dena, D. (2003). Experiences with the metacognitive skills inventory. Paper presented at 33rd ASEE/IEEE Frontiers in Education conference held on November 5-8, 2003,Boulder, CO:

Miller, P. H. (1985). Metacognition and attention. In Forrest-Pressley, D.L; Mc Kinnon, E. G; & Waller, T. G. (Eds), Metacognition, Cognition and Human Performance. New York: Academic Press. Pp.181-221

Mittlefehldt, A., & Grotzer, T. (2003). Using metacognition to facilitate the transfer of causal models in learning density and pressure. A paper presented at the National Association of Research in Science Teaching Conference held on March 23-26,2003 at Philadelphia, PA:

Mokhtari, K., & Reichard, C.A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, volume 94,No 2, 249-259.

Morse, W. C., & Wingo, G. M. (1969). Psychology and teaching. (3rd ed). USA: Scott, Foresman.

Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly (34).

Mouly, G. J. (1968). Psychology for effective teaching.(2nd ed).USA: Holt, Rinehart and Winston.

Mukalel, J.C. (1998). Creative approaches to classroom teaching. New Delhi: Discovery.

Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In Metcalfe & Shimamura (Eds). Metacognition: Knowing About Knowing. Cambridge, MA: MIT Press. 223

Nelson, T.O. (1992). Metacognition: Core Readings. Needham Heights, Boston: Allyn & Bacon.

Nelson, T.O., & Narens, L (1992). Metamemory: A theoretical framework and new findings. New York: Academic.

Nelson, T.O., & Narens, L. (1994). The role of metacognition in problem solving. In Metcalfe & Shimamura (Eds) Metacognition. Cambridge: MIT Press

Nelson, T.O; Kruglanski, A.W., & Jost, J. J. (1998). Knowing thyself and others:Progress in metacognitive social psychology. In V.Y. Yzerbyt; G. Lories; & B. Dardenne. (Eds). Metacognition, Cognitive and Social Dimensions. London:Sage Publication.

Nickerson, R, S; Perkins, D.N., & Smith, E, E. (1985). The teaching of thinking. Hillsdale, New Jersey: Lawrence Erlbaum.

Nik, S., & Nik, Y. (2001). Metacognitive strategies and its implications on teacher education. Proceeding of International Conference Of Teacher Education, 16-17 July 2001. Shah Alam: Concode hotel.

North Central Regional Educational Laboratory. (1995). Strategic teaching and reading project guidebook. (Rev ed). USA: NCREL.

O’Neil, H. F; & Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: potential for alternative assessment. Los Angles, CA: University of California, National Center For Research On Evaluation Standards And Student Testing(CRESST)

Osborne, J. W. (1999). A behavioral measure of metacognition for teachers. Paper Presented at the Annual Meeting Of the American Educational Research Association. Montreal:

Palinesar, A.S., & Brown, A. L. (1989). Instruction for self regulated reading. In L. B. Resnick and L.E; Klopfer, (Eds); Towards the Thinking Curriculum: Current Cognitive Research. Alexandria, V. A: Association For Supervision And Curriculum Development Yearbook.

Panaoura, A. (2004). Young pupils’ metacognitive ability in Math. (Master’s thesis, Department of Education, University of Cyprus). Cyprus:

Paris, S. G., & Parecki, A. D. (1993). Metacognitive aspects of adult literacy. Philadelphia, PA: University of Pennsylvania.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions Of Thinking And Cognitive Instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.

Peirce, W. (2003). Metacognition: Study strategies, monitoring, and motivation. A paper presented at a workshop held on November 17, 2004, at Prince George’s Community College.

Peters, M. (2000). Does constructivist epistemology have a place in nurse education? In Journal of Nursing Education 39,No 4. USA: ERIC

Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy used to EFL reading achievement test performance. Language Testing,20,26-54.

Phelps, R; Ellis, A., & Hase, S. (2001). The role of metacognitive and reflective learning processes in developing capable computer users. In G, Kennedy; M, Kappell; C, Mc Naught; & T, Petrovic.(eds).Meeting At Cross Roads: Proceedings Of The 18th Annual Conference Of The Australian Society For Computers In Learning In Tertiary Education., Melbourne: University of Melbourne.

Piaget, J. (1977). The development of thoughts equilibrium of cognitive structures. New York: Viking Press.

Pintrich,P. R. (2002). The role of metacognitive knowledge in learning ,teaching, and assessing. Theory into Practice (Autumn,2002)

Plonsky,M. (2007). Psychology with style: A hypertext writing guide. Retrieved on March 20,2008 from https://www4.uwsp.edu/psych/mp/APA/apa4b.htm

Portilho, Evelise Maria Labatut; Dreher, Simone A. Categorias metacognitivas como subsídio à prática pedagógica. Educação e Pesquisa, São Paulo, v.38, n.1, 2012, 181-196.

Portilho, E. Um olhar sobre a metacognição na aprendizagem. Revista Olho Mágico, ano 6, no 23, Universidade Estadual de Londrina, dezembro, 2000.

_____. As estratégias metacognitivas na educação de adultos. Revista Cenário Rural / Serviço Nacional de Aprendizagem Rural. Brasília: SENAR, p. 33-39, 2003.

_____. Como se Aprende? Estratégias, estilos e metacognição. Rio de Janeiro: WAK, 2009.

Portilho, E.; Parolin, I. Conhecer-se para conhecer. In PINTO, S. e outros (org.). Psicopedagogia. Um portal para a inserção social. São Paulo: Vozes, 2003.

Portilho, E.; Parolin, I. Ser para reconhecer-se ensinante. Revista Psicopedagogia, vol. 25, no 76, 2008.

Portilho, E.; Dreher, Simone, A.S. Categorias metacognitivas como subsídio à prática pedagógica. Educação e Pesquisa, São Paulo, v. 38, n. 1, p. 181-196, 2012.

PORTILHO, E.; TESCAROLO, R. Formação Continuada e Prática Docente: uma perspectiva metacognitiva. IN Formação de Professores: História, Políticas Educacionais e Práticas Pedagógicas. Curitiba: Appris, 2015, 263-276.

PORTILHO, E.; MEDINA, G. Metacognition as Methodology for Continuing Education of Teachers. Creative Education, 7, 1-12, 2016.

Portilho, E., Tescarolo, R. Metacognição e Ética Planetária [completo]. In VI ANPED Sul – Seminário em Pesquisa em Educação da Região Sul. Santa Maria: Universidade Federal de Santa Maria, 2006. Disponível em meio digital.

Posner, M. I., & Raichle, M. E. (1996). Images of mind. New York: Freeman.

Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading comprehension in constructively responsive reading: How can such reading be developed in students? New York: Springer, Retrieved on November 14, 2006, from http://www.springerlink.com/openurl.asp?genre=article&volu-me=1&issue=1&spage=99&issn=1556-1623

Pressley, M., & Ghatala, E. S.(1990). Self regulated learning: Monitoring learning from text. Journal of Education Psychology, 25: pp.19-33.

Pressley, M., & Mc Cormick, C. (1995). Advanced educational psychology for educator, researchers and policymakers. New York: Harper Collins.

Prins, F. J.( 2002). The roles of metacognitive skillfulness and intellectual ability during novice inductive learning in a complex computer– simulated environment. Netherlands: Elsevier.(pp.327-341).

Reed, S.K.(1982). Cognition: Theory and applications. California: Brooks/Cole.

Reid, G. (2005). Dyslexia, metacognition and learning styles. University of Edinburgh, Scotland. Retrieved on August 21,2006 from http://www.lbctnz.co.nz/sld/dyslexia/metacognition.html

Reid, N., & Yang, M-J. (2002) Open-ended Problem Solving in School Chemistry: A Preliminary Investigation, International Journal Science Education, 24(12), 1313-1332.

Reid,N. (2006). Thoughts on attitude measurement. In Research in science & Technological education , Vol 24, No 1 , pp.3-27.

Reynolds, A. G., & Flagg, P.W. (1983). Cognitive psychology. (2nded). Boston: Little, Brown.

Rickey, D., & Stacy, A.M. (2000). The role of metacognition in learning chemistry. Journal of Chemical Education, 77(7), 915-920

Riding, R., & Rayner, S. (1998). Cognitive styles and learning strategies. London: David Fulton.

Rivers, W. (2001). Autonomy at all costs: an ethnography of metacognitive self assessment and self management among experienced language learners. In Modern Language Journal 85,No 2.USA:

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. NY: Oxford University Press.

Rogoff, B., & Lave, J. (Eds). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.

Roth, W. M. (2004). Theory and praxis of metacognition. Pragmatics & Cognition 12:1, 153–168.

Rucker, D. D. (2005). It’s the type of thinking that counts: A metacognitive analysis of the effects of processing strategies on attitude certainty. (Unpublished Doctoral thesis, Ohio State University). Ohio.

Rudder, C.A. (2006). Problem solving: Case studies investigating the strategies used by secondary American and Singaporean students. An unpublished PhD. Dissertation, Department of Middle and Secondary Education, College of Education, Florida State University. USA.

Rysz, T. (2004). Metacognition in learning elementary probability and statistics. (Unpublished Doctoral thesis, University of Cincinnati). Cincinnati:

Salkind, N. J. (2006). Exploring research. (6th ed). New Jersey: Pearson Education.

Sanagavarapu, P. (1999). Cultural specificity in maternal metacognitive guidance of pre-schoolers’ puzzle solving. (Digital thesis, University of Western Sydney). https://researchdirect.westernsydney.edu.au/islandora/object/uws%3A551

Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. Schoenfeld (Ed), Cognitive Science And Mathematics Education(pp189-215). Hillsdale, NJ: Lawrence Erlbaum.

Schools & Literacy Department. (2006). EMIS: Statistical report for the year 2005-2006. Peshawar: Author.

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional science,26.Netherlands: Kluwer Academic.

Schraw, G. (2000). Assessing metacognition: Implivstiond of the boros symposium. In G. Schraw and J. Impara (Eds). Issues in the Measurement of Metacognition. Lincoln, NB: University of Nebraska Press.

Schraw, G., & Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology.19(4)(pp460-475)

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7,No 4,pp351-371.

Schraw, G; Crippen, K. J., & Hartley, K. (2006). Promoting self regulation in science education: Metacognition as part of a broader perspective on learning. Research In Science Education,36:111-139

Serpell, R. (2000). Intelligence and culture. In R. J. Sternberg (Eds), Handbook of Intelligence. Cambridge, UK: Cambridge University press.

Shia, R,M. (2000). Academic intrinsic and extrinsic motivation and metacognition: Assessing academic intrinsic motivation, a look at student goals and personal strategy. USA: Retrieved on December 16,2006 from http://www.cet.edu/pdf/motivation.pdf

Shields, P., & Hassan, T. (2006). Intermediate theory: The missing link in successful student scholarship. Journal of Public Affairs Education 12(3): 313-334

Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition. University of California. Available on line at http://www.ideallibrary.com Retrieved on October 17, 2006.

Siegler, R. S. (1996). Emerging minds: The process of change in children’s thinking. New York: Oxford University Press.

Silverman, L. (1989). The Visual-Spatial Learner. Preventing School Failures, 34 p 15-20

Simon, T. J., & Halford, G. S. (1995). Developing cognitive competence: new approaches to process modeling. Hillsdale, New Jersey: Lawrence Erlbaum.

Slavin, R. (1995). Cooperative learning: theory, research and practice. Englewood cliffs: Prentice Hall.

Son, L. K. (2004). Faces of metacognition: A brief introduction. Presented at the Metacognition: Theory And Application Meeting. New York, May31, 2004.

Son, L. K; & Metcalfe, J. (2000). Metacognitive and control strategies in study time allocation. Journal of Experimental Psychology, volume 26,1,pp204-221.New York:

Son, L. K; Kornell, N; Terrace, H. S; Sussan, D., & Flaherty, M. (2004). Measuring confidence judgments non verbally by using a betting paradigm. Paper presented at the annual meeting Of Comparative Cognition. Melbourne Beach, Florida, March 25-27,2004.

Sperling, R., Howard, L., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.

Sternberg, R. J. (1986). Intelligence applied. New York: Harcourt Brace Jovanovich.

Sternberg, R.J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Netherlands: Instructional Science 26, Kluwer Academic.

Swanson, H. L. (1992). The relationship between metacognition and problem solving in gifted children. Roeper Review,15(1).

Swanson, H. L., & Hill, G. (1993). Metacognitive aspects of moral reasoning and behavior. Adolescence, fall 1993.

Tennant, M. (1988). Psychology and adult learning. N.Y: Rutledge.

Thomas, G. P. (2006). Metacognition and science education: Pushing forward from a solid foundation. Research In Science Education(2006),36,pp1-6.

Timothy, J; Bennett, P., & Schwartz, L (2002). Applied metacognition. Cambridge: Cambridge University Press.

Tobias, S. & Everson, H. T., & Laitusis, V. (1999). Towards a performance based measure of metacognitive knowledge monitoring: Relationships with self reports and behaviour ratings. A paper presented at the symposium entitled Research On Metacognitive Monitoring held at the American Educational Research Association annual meeting. Montreal, Canada: April 1999.

Tobias, S., & Everson, H. T. (1998,April). Research on the assessment of metacognitive knowledge monitoring. A paper presented at the symposium entitled research on “Metacognition: Assessment and Training” held at the annual convention of the American Educational Research Association. San Diego,CA.

Tobias, S., & Everson, H.T. (2000). Assessing metacognitive knowledge monitoring. In G. Schraw (Ed.), Issues in the Measurement of Metacognition (pp. 147–222). Lincoln, NE: Buros Institute of Mental Measurements. Erlbaum.

Valot, C.(2002). An ecological approach to metacognitive regulation in the adults. In P. Chmabers; M. Izaute & P. J. Marescaus (Eds). Metacognition : Process, Function and use. Dordrecht: Kluwer Academic.

Van Zile-Tamsen, C.M.(1996). Metacognitive self regulation and the daily academic activities of college students. (Unpublished doctoral dissertation, State University of New York). Buffalo:

Veenman, M. V. J ;Van Hout-Wolters; B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition & Learning, Issue 1, 2006.

Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skill and task differences. ERIC digist No EJ698072. Retrieved on October 23, 2006, from http://eric.ed.gov/?id=EJ698072 

Veenman, M. V. J; Van Hout-Wolters., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. New York: Springer, Retrieved on November 14, 2006, from http://www.springerlink.com/openurl.asp?genre=article&volume=1&issue=1&s page=3&issn=1556-1623

Veenman, M. V.J; Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction,14,89-109.

Vygotsky, L. S. (1975). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Waller, A. A. (1994). Using reflective writing to promote metacognition. A paper read at Frontiers in Education Conference. . Minnesota:

Warfvinge, G., & Wretlind, K. (2006). Metacognitive awareness in problem based learning. A paper presented at The Learning Conference, Montego Bay, Jamaica.

Webster, R. (2005). Metacognition and the autonomous learner: Student reflections on cognitive profiles and learning environment development. Edith Cowan

Weinert, F. E., & Kluwe, R. H. (1987). Metacognition, motivation and understanding. Hillsdale, NY: Erlbaum.

Weinstein, C. E., & Palmer, D. R. (2002). LASSI users manual. (2nd Ed). Clearwater, Florida: H&H.

Wellman, H. (1985). The origins of metacognition. In D.L. Forrest-Pressley, G.E. MacKinnon, & T.G. Waller (Eds.), Metacognition, Cognition and Human Performance (pp. 1-31). Orlando, FL: Academic Press.

Wengraf, T. (2001). Qualitative research interviewing. London: Sage.

West, J. (2001). Applications of metacognitive theory to advanced distributed learning environments. Virginia:Retrieved on April 25,2006 from http://www.ntsa.metapress.com.

White, B., & Frederiksen, J. (2000). Metacognitive facilitation: An approach to making scientific inquiry accessible to all. ” In J. Minstrell and E. Van Zee (Eds.), Inquiring into Inquiry Learning and Teaching in Science. (pp. 331-370). Washington, DC: American Association for the Advancement of Science, 2000.

Williamson, B. ( 2005). What is metacognition? A brief guide to some jargon. North Central Regional Educational Laboratory. USA: Retrieved on December 12, 2006, from http://eric.ed.gov/?id=EJ698072 

Wilson, J. (1998). The nature of metacognition: What do primary school problem solvers do? A paper presented at the National AREA Conference, Melbourne, Australia, (June 29-30,1998).

Wilson, J. (2001). Assessing metacognition. Unpublished Doctoral Thesis, University of Melbourne. Melbourne:

Wilson, J., & Clarke, D. (2002). Monitoring mathematical metacognition. A paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 1-5,2002.

Yang, M.J. (2000). Problem solving in chemistry at secondary school. A doctoral thesis. Centre for science education. University of Glasgow.UK:

Young,A., & Fry,J.D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the scholarship of teaching and learning, Vol 8,No 2, pp 1-10.

Yuruk, N. (2005). An analysis of the nature of students’ metaconceptual processes and the effectiveness of metaconceptual teaching practices on students’ conceptual understanding of force and motion. (Unpublished Doctoral thesis, Ohio State University). Ohio:

Yzerbyt, V. Y., Lories, G., & Dardenne, B. (Eds.). (1998). Metacognition: cognitive and social dimensions. London: Sage.

Zohar, A. (1999). Teachers’ metacognitive knowledge and the instruction of higher order thinking. Teaching and Teacher Education 15 (1999) 413—429. Elsevier Science. Jerusalem:

Zoin, M; Michalski, T., & Mevarceh, Z. R. (2005). The effects of metacongnitive instruction embedded within asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27, 957-983.


Publicado

em

por

Tags:

Comentários

Deixe um comentário

O seu endereço de e-mail não será publicado. Campos obrigatórios são marcados com *

GAE

 

Grupo de Estudo
Este grupo de pesquisa iniciou suas atividades em 2004, compondo a linha Teoria e Prática do Programa de Pós Graduação Strito Sensu em Educação da PUCPR.
As primeiras pesquisadoras (Arlete, Evelise, Isabel, Laura, Simone e Sonia), seis psicopedagogas, tinham clareza e determinação com relação ao objeto de estudo – o processo de aprendizagem.
O primeiro projeto foi batizado com o nome O aprendente do seu aprender e do aprender do outro, que visava identificar e analisar as estratégias de aprendizagem das crianças da 1ª série do Ensino Fundamental, assim como os estilos de aprendizagem e ensino das professoras.
Em 2006, por necessidade de alinhamento ao programa, a mesma pesquisa passou a ser denominada Aprendizagem e Conhecimento na Formação Docente. A parceria com a Rede Municipal de Ensino de Curitiba o contato com 25 escolas, 403 crianças, 82 professoras alfabetizadoras e 77 ambientes educativos. Como conclusão do estudo, muitas dissertações de mestrado, trabalhos de conclusão, artigos em periódicos e eventos científicos foram apresentados, culminando com a publicação do livro – Alfabetização. Aprendizagem e Conhecimento na Formação Docente. Curitiba: Champanhat, 2011.
Em 2009 foi elaborado o segundo projeto de pesquisa – Aprendizagem e Conhecimento na Ação Educativa, com o objetivo de atender o segmento da Educação Infantil e conhecer as representações construídas pelas professoras sobre o seu papel docente. Este projeto obteve financiamento do CNPQ e da Fundação Araucária. Primeiramente, a pesquisa foi realizada em uma escola privada de Educação Infantil de Curitiba, que possibilitou o estudo piloto e a reorganização da metodologia. A segunda etapa, em nova parceria com a rede Municipal de Ensino de Curitiba, foi desenvolvida em um Centro Municipal de Educação Infantil (CMEI). Esta pesquisa deu origem a vários artigos científicos, dissertações, trabalhos de conclusão de curso, desenvolvimento de material pedagógico e, a elaboração de um novo livro.
Em 2012 o grupo de pesquisadores se ateve a construção do terceiro projeto de pesquisa denominado – Aprendizagem e Conhecimento na Formação Continuada, cujo objetivo é promover espaços de intervenção na formação continuada de professores, para a ressignificação de suas aprendizagens como pesquisadores de suas práticas pedagógicas visando a potencialização da aprendizagem discente, na perspectiva da transformação da realidade complexa, nos diferentes contextos educativos. O projeto envolve a realidade educativa da Educação Infantil, Ensino Fundamental, Ensino Médio e Universitário.
Hoje, o GAE conta com mais de 20 pesquisadores, que se reúnem semanalmente, para estudar, refletir, discutir, construir, analisar conceitos, idéias, dados observados e vividos, no movimento desafiador de aprender no e com o grupo. Aprendizagem, ensino, escola, estratégias e estilos de aprendizagem e ensino, metacognição, formação de professores e ambiente educativo são temas privilegiados por este grupo.
×
GEA
 
Grupo de Estudo
O GEA iniciou suas atividades em 2005, na PUCPR, com o objetivo de estudar o conceito e as pesquisas sobre aprendizagem na perspectiva de autores que privilegiam este processo nas suas pesquisas.
Os encontros acontecem semanalmente, tendo como premissa oferecer um lugar onde o desejo de estar junto para aprender seja o disparador do estudo sobre a aprendizagem humana.
Faz parte deste grupo alunos da graduação, especialização, mestrado, doutorado, assim como profissionais da Educação e
professores de diferentes áreas do conhecimento. Sem sombra de dúvida, é a diversidade de perfis dos integrantes que dá o “colorido” ao trabalho.
Na coordenação do GEA contamos sempre com a organização de um dos participantes, garantindo a qualidade dos trabalhos.
Neste espaço acontece a discussão dos temas, previamente selecionados e individualmente elaborados, que no grupo são ampliados e ressignificados, considerando as experiências e conhecimentos prévios dos participantes. São momentos de trocas que permitem repensar a prática e fundamentar a teoria que a sustenta.
A partir desta experiência grupal, pesquisas, livros, artigos em periódicos e livros, dissertações e teses, trabalhos de conclusão de curso são construídos.
É um grupo de estudo aberto à comunidade. Se você ficou com vontade de estar conosco, entre em contato fazendo um comentário ou encaminhando um e-mail.
Estamos lhe esperando!
×
WP2Social Auto Publish Powered By : XYZScripts.com