About this paper

Appears in:
Pages: 3749-3758
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

LEARNING TO LEARN: ASSESSMENT OF METACOGNITIVE COMPETENCIES

S. Frenkel, D. Nobile

University of Liège (BELGIUM)
Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead (Frenkel, 2013, under press; Frenkel & Deforge, under 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, under press; Giasson, 2001; Grangeat, 1999; Hessels & Hessels-Schlatter, 2010; Lumbelli, 2003; Poissant et al., 1994; Rozencwajg, 2003; Veenman, Kok & Blöte, 2005) and thus in successful school learning (Büchel, 2013a, 2013b; Van der Stel & Vennman, 2010; Wang, Haertel & Walberg, 1994). However, studying them requires that we clarify what is meant by “metacognition” and “metacognitive abilities”.

In this framework, we elaborated the EDUCA + project which is intended to provide possible solutions.
EDUCA + is based on wide field experience. Its theoritical 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, under 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 presentation is to present this research project and its main theoretical background.
@InProceedings{FRENKEL2014LEA,
author = {Frenkel, S. and Nobile, D.},
title = {LEARNING TO LEARN: ASSESSMENT OF METACOGNITIVE COMPETENCIES},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {3749-3758}}
TY - CONF
AU - S. Frenkel AU - D. Nobile
TI - LEARNING TO LEARN: ASSESSMENT OF METACOGNITIVE COMPETENCIES
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 3749
EP - 3758
ER -
S. Frenkel, D. Nobile (2014) LEARNING TO LEARN: ASSESSMENT OF METACOGNITIVE COMPETENCIES, INTED2014 Proceedings, pp. 3749-3758.
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