METACOGNITIVE COMPONENTS IN LEARNING TO LEARN APPROACHES

Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is t...

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Bibliographic Details
Published in:	International journal of psychology : a biopsychosocial approach Vol. 14; pp. 95 - 112
Main Author:	Frenkel, Stephanie
Format:	Journal Article Web Resource
Language:	English
Published:	UNK Department of Counseling and School Psychology 01-12-2014 VMU General Psychology Department
Subjects:	dynamic assessment metacognition métacognition potential potentiel potentiel dormant Psychologie cognitive & théorique school Sciences sociales & comportementales, psychologie sleeping potential Social & behavioral sciences, psychology student Theoretical & cognitive psychology école élève évaluation dynamique
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Summary:	Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. The EDUCA + project is intended to provide possible solutions. Purpose. The aim of this paper is to present a metacognitive and cognitive theory of learning to learn, which will (a) explain why numerous students are having school difficulties, and (b) predict the success of the EDUCA + project.
Bibliography:	EDUCA +
ISSN:	1941-7233 2345-024X 2345-024X
DOI:	10.7220/2345-024X.14.5