Reference : Learning to Learn: Assessment of Metacognitive competencies
Scientific congresses and symposiums : Paper published in a book
Social & behavioral sciences, psychology : Multidisciplinary, general & others
http://hdl.handle.net/2268/164139
Learning to Learn: Assessment of Metacognitive competencies
English
[en] Apprendre à Apprendre : Evaluation des compétences métacognitives
Frenkel, Stéphanie mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie scolaire >]
Nobile, Debora mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie scolaire >]
Mar-2014
INTED2014 Proceedings
IATED
2014
3749-3758
Yes
No
International
978-84-616-8412-0
8th International Technology, Education and Development Conference - INTED 2014
10 à 12 mars 2014
International Academy of Technology, Education and Development (IATED)
Valence
Espagne
[en] metacognition ; school ; student ; potential ; dynamic assessment
[fr] métacognition ; école ; élève ; potentiel ; évaluation dynamique
[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.
Unité de Psychologie Scolaire
Service public de Wallonie : Direction générale opérationnelle de l'économie, de l'emploi et de la recherche - DG06
EDUCA +
Researchers ; Professionals ; Students ; Others
http://hdl.handle.net/2268/164139
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