Making the Implicit Explicit: Issues and Approaches for Scaffolding Metacognitive Activity (Invited Talk)

But moreover, the implicit nature Metacognitive activity is a core aspect of many multifaceted of metacognitive activities makes the goal of supporting practices, but supporting such activity in educational contexts metacognition perhaps an even larger challenge. When we is a complex endeavor. One example of such a practice think about the two major learning goals described above includes the substantive inquiry practices that different in the science inquiry example and other learning goals educational policy groups (for example, National Research put forth in many educational policies, we can the central Council 2000) recommend for K-12 student curricula, including challenge that we want to address with metacognitive support: those practices that involve more authentic types of (1) supporting novice learners to mindfully engage in scientific inquiry along with online inquiry activities that incorporate the metacognitive activity necessary to successfully participate a growing number of digital libraries and other in complex, multifaceted practices, and (2) supporting information resources. There are many characterizations novice learners to learn good metacognitive practiceswhat of inquiry, but we can succinctly describe inquiry as a set metacognitive activities are, why they are important, and of activities that involve: (1) asking and developing questions how to engage in them. Supporting metacognition is vital to investigate; (2) searching for and gathering relevant to essentially help make these implicit activities more explicit data and information; (3) reading, evaluating, and analyzing to learners, yet we continue to see how difficult it is to the gathered data and information; and (4) synthesizing provide such support.