Volume/Issue :

Article type :

Editorial

Page No :

68-69

Abstract :

Have you ever studied really hard, felt prepared to take a test at school or college, and, when the result came out, you were disappointed? Many students face this problem daily. What might be reason for it? Is it possible to study better, that is, to do it more efficiently? Although this is a complex question, involving several factors, I would like to propose a discussion about some components of a possible 'utopian formula' that may be hindering your performance. Why do I refer to this term: "utopian formula"? Many factors can be associated with good learning, however, there are some beliefs which, although not effective, continue to influence individuals, preventing them from thriving academically.

Keywords :

teaching-learning process, cognitive process, metacognition

References :

Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Kluwer Academic Publishers/Dordrecht/Boston/London.
Chew, S. L. (2014). Helping students to get the most out of studying In Benassi, V., Overson, C., Hakala, C. (Orgs.), Applying science of learning in education (pp. 215-223). Washington, D.C.: Society for the Teaching of Psychology.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Orgs.), The nature of intelligence (pp. 231-235). Hillsdale, N.Y.: Erlbaum.
Girash, J. (2014). Metacognition and instruction. In: Benassi, V.; Overson, C.; Hakala, C (Orgs.), Applying science of learning in education (pp. 152-168). Washington, D.C.: Society for the Teaching of Psychology

Cite as :

Locatelli, S. (2017). Metacognition to study better, why not? Gamtamokslinis ugdymas / Natural Science Education, 14(2), 68-69. https://doi.org/10.48127/gu-nse/17.14.68