Running head: LITERATURE REVIEW

Literature Review
Marissa C. Mizuno
National University

Submitted in partial fulfillment of the requirements for

TED 690 Capstone
Stacia Levy

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Abstract

This paper provides a review of literature that supports the idea that students should engage in
metacognitive activity to increase understanding of and responsibility for their own learning.
This is addressed in Standard 4 of the Instructional Practice Domain of the Nevada Educator
Performance Framework.

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Literature Review

Metacognitive knowledge refers to ones declarative knowledge about the interplay

between person, task, and strategy characteristics (Zohar & Dori, 2012, p. 22). Students who
practice metacognition will hold beliefs about their abilities and will self-regulate their actions in
regards to those beliefs. Self-regulation is the ability to understand and control ones learning
environment by developing goals, implementing strategies to achieve those goals, and
monitoring the progress towards goal attainment (Schraw, Crippen, & Hartley, 2006, p. 111).
Ultimately, self-reflection will enable new insights, learning, and ability to act in more effective
ways in the future (Zohar & Dori, 2012, p. 22).
Albert Bandura developed the social-cognitive learning theory which suggests that
learning is the results of personal, environment, and behavioral factors. The self-regulated
learning theory is rooted in Banduras research (Schraw, Crippen, & Hartley, 2006, p. 111). This
theory focuses on student-centered, autonomous learning which results from actionable
reflection. Teaching strategies that develop students self-efficacy significantly impact the extent
to which metacognition improves academic performance. Self-efficacy refers to the degree that
inidividuals feel capable of accomplishing a particular task or goal (Schraw, Crippen, & Hartley,
2006, p. 115). Higher levels of self-efficacy result in greater engagement and resiliency when
faced with difficult tasks. Students with low self-efficacy results lack confidence and
motivation. Positive self-efficacy can be supported through strategies such as effective
instruction, peer modeling, collaborative grouping, and detailed feedback (Schraw, Crippen, &
Hartley, 2006, p. 115).
Research shows that high achievement in science is also linked to the implementation of
multiple approaches to learning in the classroom. Such approaches include varied instructional

LITERATURE REVIEW

practices, collaborative support, and technology integration (Schraw, Crippen, & Hartley, 2006,
p. 117). While these strategies may increase learning, teachers must also facilitate self-reflection
to enable students to develop the metacognitive lifelong learning skills needed to succeed at
higher levels of science, and to reconstruct their conceptual knowledge and procedural strategies
when necessary (Schraw, Crippen, & Hartley, 2006, p. 117). Facilitating metacognitive
reflection enhances students understanding scientific structures and ideas, allowing them to gain
a deeper understanding of science content and to transfer that knowledge more readily (Zohar &
Dori, 2012, p. 22).

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References

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education:
Metacognition as part of a broader perspective on learning. Research in Science
Education, 36(1), 111-139.
Zohar, A., & Dori, Y. J. (2012). Metacognition in science education: Trends in current research.
Springer.