Educational Psychologist
2005 Volume 40, Number 4
Table of Contents
Number of articles: 4
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A Theoretical Framework and Approach for Fostering Metacognitive Development
Barbara White & John Frederiksen
This article provides an overview of our work on the nature of metacognitive knowledge, its relationship to learning through inquiry, and technologies that can be used to foster and assess its... More
pp. 211-223
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Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART
Arthur C. Graesser, Danielle S. McNamara & Kurt VanLehn
It is well-documented that most students do not have adequate proficiencies in inquiry and metacognition, particularly at deeper levels of comprehension that require explanatory reasoning. The... More
pp. 225-234
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A Framework for Supporting Metacognitive Aspects of Online Inquiry through Software-Based Scaffolding
Chris Quintana, Meilan Zhang & Joseph Krajcik
Major educational policy groups call on learners to engage in inquiry-based activities. With a growing amount of information now available online, there is an increased focus on online inquiry... More
pp. 235-244
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Can Computer-Based Learning Environments (CBLEs) Be Used as Self-Regulatory Tools to Enhance Learning?
Barry J. Zimmerman & Kallen E. Tsikalas
In this commentary, we utilize a social cognitive view of self-regulation to analyze the computer-based learning environments (CBLEs) that are described in the various articles in this volume.... More
pp. 267-271
