A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry

Educational researchers have recently begun to conceptualize theoretical constructs and mechanisms of metacognitive activities in terms of the features that are specific to particular academic domains and subject matter. In this paper, we propose a framework of domain-specific metacognition in relat...

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Bibliographic Details
Published inMetacognition and learning Vol. 8; no. 3; pp. 213 - 234
Main Authors Poitras, Eric G., Lajoie, Susanne P.
Format Journal Article
LanguageEnglish
Published Boston Springer US 01.12.2013
Springer
Springer Nature B.V
Subjects
Active Learning
Beliefs
Cognition & reasoning
Cognitive Processes
Comprehension
Education
Educational Researchers
History
History Instruction
Information Processing
Inquiry
Inquiry method
Learning
Learning and Instruction
Learning Strategies
Literary Devices
Metacognition
Problem Solving
Resistance (Psychology)
Scientific Research
Syntax
Taxonomy
Teaching and Teacher Education
Self-regulated learning
History education
Domain-specific
Metacognition
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Summary:Educational researchers have recently begun to conceptualize theoretical constructs and mechanisms of metacognitive activities in terms of the features that are specific to particular academic domains and subject matter. In this paper, we propose a framework of domain-specific metacognition in relation to learning through historical inquiry. The framework postulates that students’ comprehension of historical events is mediated by a state of coherence in understanding the causes that explain why an event occurred. Comprehension breaks down when the causes that explain the occurrence of historical events are unknown, uncertain, or unreported. In order to reinstate coherence in understanding, students engage in cognitive and metacognitive activities in accordance with disciplinary-based practices. Drawing on the existing empirical evidence, we discuss how the study of self-regulatory processes contributes to our understanding of the challenges faced by students while learning about complex historical topics as well as the skills that are required to gain knowledge while investigating the past.
ISSN:1556-1623
1556-1631
DOI:10.1007/s11409-013-9104-9