metaED A workshop on metacognition and education, Université Grenoble Alpes (map), January 16th 2024

Abstract
The importance of metacognition for learning, in and out of the classroom, is undeniable and has been demonstrated across a wide range of domains and methods. Relying on both early-emerging core capacities and late-emerging, acquired and culturally situated components, metacognition encompasses many processes and skills: it enables learners to adjust their learning strategies, request help when uncertain, monitor the quality of their memories, or correct themselves. Tremendous progress has been made in recent years to identify the mechanisms underlying metacognitive processes, and to characterize how they foster learning. However, designing and implementing active pedagogies that allow pupils to exert and improve their metacognitive skills to learn better in the classroom remains challenging, in particular when it comes to designing solutions that can reduce inequalities. In this workshop, we aim to bring together both lab-based evidence and field-grounded research in an informal setting to discuss new avenues of research into the role of metacognition in education.
 
Registration is free but mandatory: Click here to register
 
Preliminary Program
9:00am Coffee and welcome
9:30am Louise Goupil & Nathan Faivre (LPNC, Grenoble)

9:45am Carrie Clark & Joe Dauer (University of Nebraska, Lincoln) 

10:45am Elisa Filevich (Hector Research Institute, Tübingen)

11:30 Marion Rouault (Brain Institute, Paris)

2pm Chris Moulin (LPNC, Grenoble)

2:45pm Elien Bellon (Katholieke Universiteit, Leuven)

3:30pm Marion Leclercq & Jérôme Clerc (LPNC, Grenoble)
4:15pm Pascal Bressoux (LaRAC, Grenoble)
5pm Joëlle Proust (Institut Jean Nicod, Paris)
 
Contact
louise.goupil@univ-grenoble-alpes.fr nathan.faivre@univ-grenoble-alpes.fr


Citer ce billet
aureliepasquier (2023, 8 décembre). metaED A workshop on metacognition and education, Université Grenoble Alpes (map), January 16th 2024. Les Carnets de SFERE-Provence. Consulté le 25 avril 2024, à l’adresse https://doi.org/10.58079/u3e1

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