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Revisiting Flavell’s Theory of Metacognition for Metacognitive Responsiveness

Year 2024, Volume: 17 Issue: 2, 257 - 271, 30.04.2024

Nesrin Ozturk

https://doi.org/10.30831/akukeg.1232284

Abstract

The theory of metacognition was innovative at the time for its promising practicality. However, research findings that pertain to inconsistencies in metacognitive trainings’ outcomes and mainstream classrooms’ adversities of metacognition practices have accumulated since then. These issues may highlight a need to revise metacognition theory. From a phenomenological perspective, this paper first describes the fundamental tenant of theory; thinking and whether thinking about thinking recognizes the nature of thinking. For individuals to manage their thinking, thinking should be stimulated first. Metacognitive responsiveness pertains to a conscious sensitivity towards a stimulus that might engage one into higher order thinking. Metacognitive responsiveness, thereby, may initiate attendance of attending higher order thinking in recognition of a stimulus. Thinking and metacognitive responsiveness pertain to personal relevance, attentiveness, interest, previous experiences, tools for thinking, features of tasks, and the nature of social interactions. In this sense, the stimulus should be designed or adapted to initiate each individual’s thinking or metacognitive responsiveness. This paper argues that the theory of metacognition needs a revision to embrace metacognitive responsiveness explicitly, and practical implications need to focus on materials to initiate metacognitive responsiveness for metacognitive development.

Keywords

metacognition metacognitive responsiveness thinking phenomenology

References

  • Afflerbach, P., & Meuwissen, K. (2005). Teaching and learning self-assessment strategies in middle school. In S. E. Israel, C. Collins Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 141–164). Erlbaum.
  • Aşık, G., & Erktin, E. (2019). Metacognitive experiences: Mediating the relationship between metacognitive knowledge and problem solving. Egitim ve Bilim, 44(197), 85–103. https://doi.org/10.15390/EB.2019.7199
  • Aydoğan, A. (2019). Düşüncenin çağrısı. Say Yayınları.
  • Baker, L. (2017). The development of metacognitive knowledge and control of comprehension: Contributors and consequences. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 1–31). Rowman & Littlefield.
  • Başerer, D., & Duman, E. Z. (2019). Felsefi süreç içinde düşünme olgusu. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 9(2), 379–395.
  • Book, C., Duffy, G. G., Roehler, L. R., Meloth, M. S., & Vavrus, L. G. (1985). A study of the relationship between teacher explanation and student metacognitive awareness during reading instruction. Communication Education, 34, 29–36.
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77.
  • Branigan, H. E., & Donaldson, D. I. (2020). Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity, 38, 1–14. https://doi.org/10.1016/j.tsc.2020.100718
  • Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142. https://doi.org/10.1037/0022-0663.80.2.131
  • Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction: Findings from the read-write cycle project. Issues in Teacher Education, 19(2), 127–151.
  • Duffy, G. G. (1993). Rethinking strategy instruction: Four teachers’ development and low achievers’ understandings. Elementary School Journal, 93(3), 231.
  • Duffy, G. G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 28–41). Guilford.
  • Duke, N. K., & Pearson, P. D. (2008). Effective practices of developing reading comprehension. Theory, Research, Reflection on Teaching and Learning, 189(1/2), 107–122.
  • Edie, J. (1964). Transcendental phenomenology and existentialism. International Phenomenological Society, 25(1), 52–63.
  • Efklides, A. (2006a). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3–14. https://doi.org/10.1016/j.edurev.2005.11.001
  • Efklides, A. (2006b). Metacognitive Experiences: The Missing link in the self-regulated learning process A Rejoinder to Ainley and Patrick. Educ Psychol Rev, 18, 287–291. https://doi.org/10.1007/s10648-006-9021-4
  • Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277–278. https://doi.org/10.1027/1016-9040.13.4.277
  • Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 21(1), 76–82. https://reunido.uniovi.es/index.php/PST/article/view/8799/8663
  • Efklides, A. (2014). How does metacognition contribute to the regulation of learning? An integrative approach. Psihologijske Teme, 23(1), 1–30.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
  • Garner, R., & Alexander, P. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24(2), 143. https://doi.org/10.1207/s15326985ep2402_2
  • Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26, 81–96.
  • Guitton, J. (2011). Düşünme sanatı (Translator: Cevdet Tekin (ed.)). Elips Kitap.
  • Husserl, E. (1975). The Paris lectures (T. P. Koestenbaum (ed.); 2nd ed.). The Hague.
  • Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3), 255–278.
  • Kerndl & Aberšek, M. K. (2012). Teachers’ competence for developing reader’s reception metacognition. Problems of Education in the 21st Century, 46, 52–61. https://doi.org/10.33225/pec/12.46.52
  • Klingner, J. K., & Vaughn, S. (1998). Using collaborative strategic reading. Teaching Exceptional Children, 30(6), 32–37. https://doi.org/10.1177/074193250102200201
  • Kolencik, P. L., & Hillwig, S. A. (2011). Encouraging metacognition: Supporting learners through metacognitive strategies. Peter Lang.
  • Madison, G. (2009). Transcendental phenomenology as practical philosophy. Santalka, 17(3), 17–28. https://doi.org/10.3846/1822-430x.2009.17.3.17-28
  • Marinay, W. A. A. (n.d.). Edmund Husserl’s transcendental phenomenology. PhilArchieve. https://philarchive.org/archive/MAREHT
  • McAlpine, L., & Weston, C. (1994). The attributes of instructional materials. Performance Improvement Quarterly, 7(1), 19–30. https://doi.org/10.1111/j.1937-8327.1994.tb00614.x
  • McDevitt, T. M., & Ormrod, J. E. (2016). Child development and education (6th ed.). Pearson.
  • Meijer, J., Sleegers, P., Elshout-Mohr, M., van Daalen-Kapteijns, M., Meeus, W., & Tempelaar, D. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31–52. https://doi.org/10.1080/00131881.2013.767024
  • Melot, A. M. (1998). The relationship between metacognitive knowledge and metacognitive experiences: Acquisition and re-elaboration. European Journal of Psychology of Education, 13(1), 75–89. https://doi.org/10.1007/BF03172814
  • Molenda, M., Reigeluth, C., & Nelson, L. M. (2003). Instructional design. In L. Nadel (Ed.), Encyclopedia of cognitive science (Vol 2, pp. 574–578). Nature Publishing Group.
  • Moustakas, C. (1994). Phenomenological research methods. Sage.
  • Ozturk, N. (2017). Assessing metacognition: Theory and practices. International Journal of Assessment Tools in Education, 4(2), 134–148.
  • Ozturk, N. (2019). A case study of metacognition in a foreign language reading context. Journal of Language Education and Research, 5(2), 192–212. https://doi.org/10.31464/jlere.584458
  • Ozturk, N. (2021). The Relation of metacognition, personality, and foreign language performance. International Journal of Psychology and Educational Studies, 8(3), 103–115.
  • Ozturk, N., & Senaydın, F. (2019). Dichotomy of EFL reading: Metacognition vs. proficiency. Dil ve Dilbilimi Çalışmaları Dergisi, 15(2), 605–617.
  • Papleontiou-louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7(1), 9–30. https://doi.org/10.1080/13664530300200184
  • Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children’s reading awareness and comprehension skills. Child Development, 55(6), 2083–2093.
  • Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15. https://doi.org/10.1207/S15326985EP3701_2
  • Pimvichai, J., Sanium, S., & Buaraphan, K. (2019). Exploration of students’ metacognitive experience in physics classroom. Journal of Physics: Conference Series, 1340, 1–10. https://doi.org/10.1088/1742-6596/1340/1/012076
  • Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In Gregory Schraw & J. C. Impara (Eds.), Assessing metacognition and self-regulated learning (pp. 43–97). Buros Institute of Mental Measurements.
  • Pogrow, S. (2004). The missing element in reducing the learning gap: Eliminating the “blank stare.” Teachers College Record, 106(10), 11381.
  • Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Routledge.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113–125. https://doi.org/10.1023/A:1003044231033
  • Seel, N. M., Lehmann, T., Blumschein, P., & Podolskiy, O. A. (2017). Instructional Design for Learning: Theoretical Perspectives. 36th European Society for Engineering Education, SEFI Conference on Quality Assessment, Employability and Innovation. Sense Publishers. https://doi.org/10.1007/978-1-4419-1428-6_888
  • Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 272–300.
  • Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033
  • Tishman, S., & Perkins, D. (1997). The language of thinking. The Phi Delta Kappan, 78(5), 368–374. https://www.thefreelibrary.com/The+language+of+thinking.-a019192248
  • Veenman, M. V. J. (2016). Metacognition and individual differences. In P. Afflerbach (Ed.), Handbook of individual differences in reading (pp. 26–40). Routledge.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0
  • Vygotsky, L. S. (1987). The collected works of L.S. Vygotsky: Problems of general psychology (Vol 1). Springer.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30–43.
  • Washburn, D. A., Smith, J. D., & Taglialatela, L. A. (2005). Individual differences in metacognitive responsiveness: Cognitive and personality correlates. Journal of General Psychology, 132(4), 446–461. https://doi.org/10.3200/GENP.132.4.446-461
  • Yee, S. F. (2019). A phenomenological inquiry into science teachers’ case method learning. Springer.
  • Yurt, E. (2018). Düşünme üzerine bir soruşturma: Heidegger felsefesinde düşünmenin yeri. Fakülte Kitabevi Yayınları.
  • Zhang, L., & Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Language Teaching, 10(1), 54–69.
  • Zöller, G. (1992). Lichtenberg and Kant on the subject of thinking. Journal of the History of Philosophy, 30(3), 417–441. https://doi.org/10.1353/hph.1992.0062

Flavell’in Üstbiliş Kuramının Üstbilişsel Duyarlılık Açısından Yeniden Gözden Geçirilmesi

Year 2024, Volume: 17 Issue: 2, 257 - 271, 30.04.2024

Nesrin Ozturk

https://doi.org/10.30831/akukeg.1232284

Abstract

References

  • Afflerbach, P., & Meuwissen, K. (2005). Teaching and learning self-assessment strategies in middle school. In S. E. Israel, C. Collins Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 141–164). Erlbaum.
  • Aşık, G., & Erktin, E. (2019). Metacognitive experiences: Mediating the relationship between metacognitive knowledge and problem solving. Egitim ve Bilim, 44(197), 85–103. https://doi.org/10.15390/EB.2019.7199
  • Aydoğan, A. (2019). Düşüncenin çağrısı. Say Yayınları.
  • Baker, L. (2017). The development of metacognitive knowledge and control of comprehension: Contributors and consequences. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 1–31). Rowman & Littlefield.
  • Başerer, D., & Duman, E. Z. (2019). Felsefi süreç içinde düşünme olgusu. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 9(2), 379–395.
  • Book, C., Duffy, G. G., Roehler, L. R., Meloth, M. S., & Vavrus, L. G. (1985). A study of the relationship between teacher explanation and student metacognitive awareness during reading instruction. Communication Education, 34, 29–36.
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77.
  • Branigan, H. E., & Donaldson, D. I. (2020). Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity, 38, 1–14. https://doi.org/10.1016/j.tsc.2020.100718
  • Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142. https://doi.org/10.1037/0022-0663.80.2.131
  • Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction: Findings from the read-write cycle project. Issues in Teacher Education, 19(2), 127–151.
  • Duffy, G. G. (1993). Rethinking strategy instruction: Four teachers’ development and low achievers’ understandings. Elementary School Journal, 93(3), 231.
  • Duffy, G. G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 28–41). Guilford.
  • Duke, N. K., & Pearson, P. D. (2008). Effective practices of developing reading comprehension. Theory, Research, Reflection on Teaching and Learning, 189(1/2), 107–122.
  • Edie, J. (1964). Transcendental phenomenology and existentialism. International Phenomenological Society, 25(1), 52–63.
  • Efklides, A. (2006a). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3–14. https://doi.org/10.1016/j.edurev.2005.11.001
  • Efklides, A. (2006b). Metacognitive Experiences: The Missing link in the self-regulated learning process A Rejoinder to Ainley and Patrick. Educ Psychol Rev, 18, 287–291. https://doi.org/10.1007/s10648-006-9021-4
  • Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277–278. https://doi.org/10.1027/1016-9040.13.4.277
  • Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 21(1), 76–82. https://reunido.uniovi.es/index.php/PST/article/view/8799/8663
  • Efklides, A. (2014). How does metacognition contribute to the regulation of learning? An integrative approach. Psihologijske Teme, 23(1), 1–30.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
  • Garner, R., & Alexander, P. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24(2), 143. https://doi.org/10.1207/s15326985ep2402_2
  • Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26, 81–96.
  • Guitton, J. (2011). Düşünme sanatı (Translator: Cevdet Tekin (ed.)). Elips Kitap.
  • Husserl, E. (1975). The Paris lectures (T. P. Koestenbaum (ed.); 2nd ed.). The Hague.
  • Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3), 255–278.
  • Kerndl & Aberšek, M. K. (2012). Teachers’ competence for developing reader’s reception metacognition. Problems of Education in the 21st Century, 46, 52–61. https://doi.org/10.33225/pec/12.46.52
  • Klingner, J. K., & Vaughn, S. (1998). Using collaborative strategic reading. Teaching Exceptional Children, 30(6), 32–37. https://doi.org/10.1177/074193250102200201
  • Kolencik, P. L., & Hillwig, S. A. (2011). Encouraging metacognition: Supporting learners through metacognitive strategies. Peter Lang.
  • Madison, G. (2009). Transcendental phenomenology as practical philosophy. Santalka, 17(3), 17–28. https://doi.org/10.3846/1822-430x.2009.17.3.17-28
  • Marinay, W. A. A. (n.d.). Edmund Husserl’s transcendental phenomenology. PhilArchieve. https://philarchive.org/archive/MAREHT
  • McAlpine, L., & Weston, C. (1994). The attributes of instructional materials. Performance Improvement Quarterly, 7(1), 19–30. https://doi.org/10.1111/j.1937-8327.1994.tb00614.x
  • McDevitt, T. M., & Ormrod, J. E. (2016). Child development and education (6th ed.). Pearson.
  • Meijer, J., Sleegers, P., Elshout-Mohr, M., van Daalen-Kapteijns, M., Meeus, W., & Tempelaar, D. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31–52. https://doi.org/10.1080/00131881.2013.767024
  • Melot, A. M. (1998). The relationship between metacognitive knowledge and metacognitive experiences: Acquisition and re-elaboration. European Journal of Psychology of Education, 13(1), 75–89. https://doi.org/10.1007/BF03172814
  • Molenda, M., Reigeluth, C., & Nelson, L. M. (2003). Instructional design. In L. Nadel (Ed.), Encyclopedia of cognitive science (Vol 2, pp. 574–578). Nature Publishing Group.
  • Moustakas, C. (1994). Phenomenological research methods. Sage.
  • Ozturk, N. (2017). Assessing metacognition: Theory and practices. International Journal of Assessment Tools in Education, 4(2), 134–148.
  • Ozturk, N. (2019). A case study of metacognition in a foreign language reading context. Journal of Language Education and Research, 5(2), 192–212. https://doi.org/10.31464/jlere.584458
  • Ozturk, N. (2021). The Relation of metacognition, personality, and foreign language performance. International Journal of Psychology and Educational Studies, 8(3), 103–115.
  • Ozturk, N., & Senaydın, F. (2019). Dichotomy of EFL reading: Metacognition vs. proficiency. Dil ve Dilbilimi Çalışmaları Dergisi, 15(2), 605–617.
  • Papleontiou-louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7(1), 9–30. https://doi.org/10.1080/13664530300200184
  • Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children’s reading awareness and comprehension skills. Child Development, 55(6), 2083–2093.
  • Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15. https://doi.org/10.1207/S15326985EP3701_2
  • Pimvichai, J., Sanium, S., & Buaraphan, K. (2019). Exploration of students’ metacognitive experience in physics classroom. Journal of Physics: Conference Series, 1340, 1–10. https://doi.org/10.1088/1742-6596/1340/1/012076
  • Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In Gregory Schraw & J. C. Impara (Eds.), Assessing metacognition and self-regulated learning (pp. 43–97). Buros Institute of Mental Measurements.
  • Pogrow, S. (2004). The missing element in reducing the learning gap: Eliminating the “blank stare.” Teachers College Record, 106(10), 11381.
  • Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Routledge.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113–125. https://doi.org/10.1023/A:1003044231033
  • Seel, N. M., Lehmann, T., Blumschein, P., & Podolskiy, O. A. (2017). Instructional Design for Learning: Theoretical Perspectives. 36th European Society for Engineering Education, SEFI Conference on Quality Assessment, Employability and Innovation. Sense Publishers. https://doi.org/10.1007/978-1-4419-1428-6_888
  • Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 272–300.
  • Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033
  • Tishman, S., & Perkins, D. (1997). The language of thinking. The Phi Delta Kappan, 78(5), 368–374. https://www.thefreelibrary.com/The+language+of+thinking.-a019192248
  • Veenman, M. V. J. (2016). Metacognition and individual differences. In P. Afflerbach (Ed.), Handbook of individual differences in reading (pp. 26–40). Routledge.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0
  • Vygotsky, L. S. (1987). The collected works of L.S. Vygotsky: Problems of general psychology (Vol 1). Springer.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30–43.
  • Washburn, D. A., Smith, J. D., & Taglialatela, L. A. (2005). Individual differences in metacognitive responsiveness: Cognitive and personality correlates. Journal of General Psychology, 132(4), 446–461. https://doi.org/10.3200/GENP.132.4.446-461
  • Yee, S. F. (2019). A phenomenological inquiry into science teachers’ case method learning. Springer.
  • Yurt, E. (2018). Düşünme üzerine bir soruşturma: Heidegger felsefesinde düşünmenin yeri. Fakülte Kitabevi Yayınları.
  • Zhang, L., & Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Language Teaching, 10(1), 54–69.
  • Zöller, G. (1992). Lichtenberg and Kant on the subject of thinking. Journal of the History of Philosophy, 30(3), 417–441. https://doi.org/10.1353/hph.1992.0062
There are 61 citations in total.

Details

Primary Language English
Subjects Learning Theories, Psychological Foundations of Education, Curriculum and Instration (Other)
Journal Section Articles
Authors

Nesrin Ozturk 0000-0002-7334-8476

Early Pub Date April 15, 2024
Publication Date April 30, 2024
Submission Date January 10, 2023
Published in Issue Year 2024 Volume: 17 Issue: 2

Cite

APA Ozturk, N. (2024). Revisiting Flavell’s Theory of Metacognition for Metacognitive Responsiveness. Journal of Theoretical Educational Science, 17(2), 257-271. https://doi.org/10.30831/akukeg.1232284
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