Erguvan Uras

Metacognition  Metacognition , a term that was first defined by John H.  Flavell  in 1979, is basically thinking about thinking. With metacognition, we become aware of our own learning experiences and the activities we involve ourselves in our paths toward personal and professional growth. We are better able to understand ourselves in the whole process of learning and can develop skills to think about, connect with, and evaluate our learning and interactions each day. According to Flavell,  metacognitive knowledge is “knowledge about one’s own cognitive processes or products. Metacognition has been  identified  as an essential skill for learner success. It allows students to drive their learning, build student agency, and foster a growth mindset in learning. In order to develop metacognitive skills and habits in the classroom •         First, students must have the opportunity to practice and so must be placed in situations that require metacognition. They sh

Radical Constructivism Constructivism  is an approach to learning that argues that learners will not understand knowledge if they are simply taught facts as pre-existing entities. Elliott et al.(2000) define constructivism as ‘an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner’ (p. 256). Rather, each learner must not only come to knowledge on his or her own terms; he or she must actually create the knowledge from scratch. Every learner constructs a knowledge base that he or she then builds on as part of moving through the world.  Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences (Phillips, 1995). Kant’s studies on the integration of rationalism and empiri

Situated  Learning  Situated learning is an instructional approach developed by Jean Lave and Etienne Wenger in the early 1990s, and follows the work of Dewey, Vygotsky, and others who claim that students are more inclined to learn by actively participating in the learning experience. Situated learning emphasizes the context and application and use of knowledge, rather than memorizing isolated facts and accumulating skills.    ’The theory of situated cognition…claims that every human thought is adapted to the environment, that is,  situated ,  because what people  perceive,  how they  conceive of  their activity, and what they  physically do  develop together’’ (Clancey, 1997, p.1-2 as cited in Driscoll, 2015).  Lave and Wenger (1991) state that ‘the notion of situated learning now appears to be a transitory concept, a bridge, between a view according to which cognitive processes (and thus learning) are primary and a view according to which social practice is the primary, generativ