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My research agenda has been primarily focused on how learners use metacognitive knowledge in learning situations. Metacognitive knowledge is assumed to play a role in optimal performance on a cognitive task. Learners should take what they know about their abilities, about different strategies, and the situation, and make decisions about strategy use and effort allocation. The specific objectives for my research have been centered around the following three questions:
Bold student names indicate a cognitive science standalone student.
|Schuh, K. L.||Exploring the Connections: Knowledge Construction in the Learner-Centered Classroom (June 2000)||Cunningham, D. J. (Co-Chair), Duffy, T. M. (Co-Chair), Alexander, J., Barab, S.|