This paper presents theoretical issues about the role of metacognition in learning, as well as the architecture and design of a learning system dedicated to monitoring and helping students to use their metacognitive skills. This system is called the Reflection Assistant and is supposed to be used together with problem solving or case−based learning systems. Thus, through interactions with the R...

BACKGROUND Recent researches in Theory of Mind (ToM) relate its development to the development of the metacognitive skills "planning," "regulation," and acquisition of "predictive and causal reasoning." These studies reveal the importance of metacognitive training in the development of mentalist skills. METHOD In the present work, the effects of training were compared in 20 children, aged bet...

Complex, ill-structured problem solving is not a linear, straightforward process. Rather it is an iterative and cyclical process and involves ongoing monitoring and evaluation. Therefore, metacognition is critical for successful problem solving. Although there is no question about the importance of scaffolding in complex, ill-structured problem solving, relatively little attention has been give...

Helping students’ improve their metacognitive and self-regulation skills holds the potential to improve students’ ability to learn independently. Yet, to date, there are relatively few success stories of helping students enhance their metacognitive skills using interactive learning environments. In this paper we describe the Self-Assessment Tutor, an intelligent tutoring system for improving th...

BACKGROUND Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. OBJECTIVES The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. DESIGN The present study was conducted with a quas...

Research states that metacognitive monitoring and control are important skills for successful problem solving (e.g., Artzt & Armour-Thomas 1992; Carr & Jessup, 1997; Hmelo & Cote, 1996; Tobias & Everson, 1995). In particular, research has demonstrated that certain self-regulatory and metacognitive skills predict problem solving success as well as or better than traditional predictors of general...

The role of metacognitive skills in the evidence analysis process has received little attention in the research literature. While the steps of the evidence analysis process are well defined, the role of higher-level cognitive operations (metacognitive strategies) in integrating the steps of the process is not well understood. In part, this is because it is not clear where and how metacognition ...