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Learning to Learn: Assessment of Metacognitive competencies
Frenkel, Stéphanie; Nobile, Debora
2014In IATED (Ed.) INTED2014 Proceedings
Peer reviewed
 

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Keywords :
metacognition; school; student; potential; dynamic assessment; métacognition; école; élève; potentiel; évaluation dynamique
Abstract :
[en] Numerous students are having school difficulties linked to the way they learn. Some authors speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead (Frenkel, 2013, in press; Frenkel & Deforge, in press; Frenkel & Nobile, 2013). 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. Metacognitive abilities play a central role in learning (e.g., Frenkel & Deforge, in press; Giasson, 2001; Grangeat, 1997; Hessels & Hessels-Schlatter, 2010b; Lumbelli, 2003; Poissant, Poëllhuber & Falardeau, 1994; Rozencwajg, 2003; Veenman, Kok & Blöte, 2005) and thus in successful school learning (Büchel, 2013a, 2013b; Van der Stel & Veenman, 2010; Wang, Haertel & Walberg, 1994). However, studying them requires that we clarify what is meant by “metacognition” and “metacognitive abilities”. In this framework, we developed the EDUCA + project which is intended to provide possible solutions. EDUCA + is based on wide field experience. Its theoretical background is based on a substantial review of the literature. Its objective is to increase the expertise of “front line” field workers by developing specific products such as tools, training courses, services, and a website (Frenkel, in press). This will notably enable them to develop their expertise, detect « sleeping » potential, diagnose, give advice when necessary, intervene (prevention and remediation) and use the tools efficiently. Two types of tools are being designed. On the one hand, assessment tools (tests allowing to put forward the learner’s strengths and weaknesses as well as the scope of his/her “sleeping potential”). On the other hand, intervention tools (short prevention vs. remediation programs). This also includes training courses and services. The creation of a website also aims to reinforce the actions of EDUCA + (personalized access depending on the internaut’s profile: students, parents, professionals). The aim of this paper is to present this research project and its main theoretical background.
Research center :
Unité de Psychologie Scolaire
Disciplines :
Social & behavioral sciences, psychology: Multidisciplinary, general & others
Author, co-author :
Frenkel, Stéphanie ;  Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie scolaire
Nobile, Debora ;  Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie scolaire
Language :
English
Title :
Learning to Learn: Assessment of Metacognitive competencies
Alternative titles :
[en] Apprendre à Apprendre : Evaluation des compétences métacognitives
Publication date :
March 2014
Event name :
8th International Technology, Education and Development Conference - INTED 2014
Event organizer :
International Academy of Technology, Education and Development (IATED)
Event place :
Valence, Spain
Event date :
10 à 12 mars 2014
Audience :
International
Main work title :
INTED2014 Proceedings
Editor :
IATED
ISBN/EAN :
978-84-616-8412-0
Collection name :
2014
Pages :
3749-3758
Peer reviewed :
Peer reviewed
Name of the research project :
EDUCA +
Funders :
Service public de Wallonie : Direction générale opérationnelle de l'économie, de l'emploi et de la recherche - DG06
Commentary :
Indexing in Scholarly Bibliographic Databases. All accepted contributions will be included in the IATED Digital Library to form part of our database of innovative projects in Education and Technology. Also, they will be included in Google Scholar. INTED2014 Publications will be sent to be reviewed for their future inclusion in the ISI Conference Proceedings Citation Index.
Available on ORBi :
since 12 March 2014

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