References of "Frenkel, Stéphanie"
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See detailComposantes métacognitives ; Définitions et outils d’évaluation
Frenkel, Stéphanie ULg

in Enfance : Psychologie, Pédagogie, Neuropsychiatrie, Sociologie (in press)

Many tools have been developed since the 1970s in order to assess metacognition and its first implementations. Over time, questionnaires, tests, interviews, observations, computer programmes, and other ... [more ▼]

Many tools have been developed since the 1970s in order to assess metacognition and its first implementations. Over time, questionnaires, tests, interviews, observations, computer programmes, and other methods have become more and more based on self-regulated learning theories. At the same time, for the last fifteen years or so, the number of students with learning difficulties linked to the way they learn seems to be increasing slowly but steadily. Therefore, it seems essential to enable these learners develop a more efficient learning behaviour. Similarly, we see that professional field workers are increasingly asking for efficient and adapted tools in this field. The purpose of this paper is twofold: it provides a review of the above-mentioned assessment tools, and it discusses them in order to contribute to the creation of new tools with a wider scope. Following an analysis of the abundant literature on the subject, two classifications were developed. Thirty-five tools were kept and categorised: first, according to a developmental perspective (preschool, primary school, secondary school and/or adult), second, according to the metacognitive component they assess (metacognitive knowledge, strategies and/or experiences). However, no existing tool covers the whole period of compulsory education. Moreover, in order to assess the learners’ metacognitive abilities fully, it is necessary to combine online and offline assessments in concrete situations. There are still some needs to be met in this regard. [less ▲]

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See detailMetacognitive components in learning to learn approaches
Frenkel, Stéphanie ULg

in International Journal of Psychology : A Biopsychosocial Approach (in press)

Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead. Be it psychologists ... [more ▼]

Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. The EDUCA + project is intended to provide possible solutions. Purpose. The aim of this paper is to present a metacognitive and cognitive theory of learning to learn, which will (a) explain why numerous students are having school difficulties, and (b) predict the success of the EDUCA + project. [less ▲]

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See detailMétacognition et réussite scolaire : Perspectives théoriques
Frenkel, Stéphanie ULg; Deforge, Hélène

in Gireaudeau, Caroline; Chasseigne, Gérard (Eds.) Psychologie, Education et Vie Scolaire (in press)

Après avoir introduit les facteurs qui jouent un rôle dans la réussite scolaire, ce chapitre porte essentiellement sur la définition des composantes métacognitives. Une revue de littérature récente et ... [more ▼]

Après avoir introduit les facteurs qui jouent un rôle dans la réussite scolaire, ce chapitre porte essentiellement sur la définition des composantes métacognitives. Une revue de littérature récente et détaillée permet de justifier nos choix théoriques en matière de connaissances métacognitives, de stratégies métacognitives, d'expériences métacognitives et d'interaction cognition-métacognition. [less ▲]

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See detailMétacognition et réussite scolaire : Applications
Frenkel, Stéphanie ULg

in Gireaudeau, Caroline; Chasseigne, Gérard (Eds.) Psychologie, Education et Vie Scolaire (in press)

Ce chapitre présente deux exemples d'application de l'approche métacognitive. D'une part en consultation clinique (Atelier d'Apprentissage, CPLU, ULg). D'autre part en projet de recherche action (EDUCA +).

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See detailLink between learning profile and school achievement in primary school; a transversal study
Frenkel, Stéphanie ULg; Nobile, Debora ULg

Conference (2014, July)

School achievement plays an essential role in terms of professional and social adaptation. However, all the students do not always perform as the system requires them to. In Belgium, at the end of ... [more ▼]

School achievement plays an essential role in terms of professional and social adaptation. However, all the students do not always perform as the system requires them to. In Belgium, at the end of compulsory education, one student out of two lags behind in their school education (Indicators from the Fédération Wallonie-Bruxelles [Walloon-Brussels Federation], 2012). In this context, we do not consider that there are “bad” learners. Instead, there are those students whose learning profile is more or less in line with the context’s requirements and those whose profile is not. In many works, the student’s learning profile is operationalised by measures on 3 levels: cognitive, metacognitive and psycho-affective. These psychological variables, which are major components of self-regulated learning, play a central role in the explanation of school performance (for more details, see Frenkel, in press; Frenkel & Deforge, in press). This profile is not fixed once and for all. It evolves over time and it represents the result of the interaction between these three variables with other factors, notably bio-medical, socio-demographical ones, factors related to family environment (Pourtois, Desmet & Lahaye, 2004; Trudel, Puentes-Neuman & Ntebutse, 2002) and the too often forgotten factors linked to class management and social interactions between students and teachers (see Wang, Haertel & Walberg, 1994). Determining the students’ learning profile enables us to identify their strengths and work on their weaknesses. Therefore, it is essential that psycho-educational teams have validated tools at their disposal in order to carry out this task. Our aim is to propose new tools which will complement the already-existing ones. In this presentation we propose to introduce and discuss our methodology and the results obtained. The starting target population was made up of 198 primary school students divided equitably into three levels (second year of primary school, fourth year of primary school and sixth year of primary school). A problem-solving task based on the DELF (Büchel & Büchel, 1995) was created. It was completed by two questionnaires to fill in before and after the task. The learning profile defined on this basis was analysed according to several variables (age, gender, socio-professional category, school results). Group testing is still in progress. We will also illustrate our presentation with the first results of individual testing which will begin in May 2014. References - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive - Frenkel, S. (in press). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach - Frenkel, S., & Deforge, H. (in press). Métacognition et réussite scolaire: Perspectives théoriques. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université - Pourtois, J.-P., Desmet, H., & Lahaye, W. (2004). Connaissances et pratiques en éducation familiale et parentale. Enfances, Familles, Générations, 1, 22-35 - Trudel, M., Puentes-Neuman, G., & Ntebutse J.G. (2002). Les conceptions contemporaines de l’enfant à risque et la valeur heuristique du construit de résilience en éducation. Revue Canadienne de l’Education, 27 (2 & 3), 153-173 - Wang, M.C., Haertel, G.D., & Walberg, H.J. (1994). What helps students learn? Educational Leadership, 51 (4), 74-79 [less ▲]

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See detailMetacognition and school learning: Use of the DELV program in primary school
Nobile, Debora ULg; Frenkel, Stéphanie ULg

Poster (2014, July)

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010 ... [more ▼]

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010, 2011). It includes 8 types of decontextualized exercises which notably allow to develop the learner’s metacognitive knowledge and skills (for more details, see Büchel, 2013). They also make it possible to work on cognitive and psycho-affective aspects. Transfer can thus be better developed. This tool is really useful (for more details, see Berger & Büchel, 2013) and, in our opinion, still not sufficiently known. Our main purpose is to present (a) its objectives, (b) the variables worked on (cognitive, metacognitive and psycho-affective), (c) possible uses in a school context within classes (e.g., the “sandwich method”) and (d) the outcome we can expect. References - Berger, J.-L., & Büchel, F.P. (2013), L’autorégulation de l’apprentissage: Perspectives théoriques et applications. Nice, France: Les Editions Ovadia. - - Büchel, F.P. (2013). Le programme DELV – Comprendre son propre apprentissage. Evaluation scientifique auprès d’enfants et d’adolescents sans ou avec difficultés d’apprentissage. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 293-336). Nice, France: Les Editions Ovadia. - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive. - Büchel, F.P., & Büchel, P. (1997). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens und Denkens für Jugendliche und Erwachsene. Aarau, Switzerland: Sauerländer. - Büchel, F.P. & Büchel, P. (2009). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (3. vollständig überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2010). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (4. überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2011). DELV. Comprendre son propre apprentissage. Tegna, Switzerland: Centre d’éducation cognitive. [less ▲]

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See detailMetacognition and school learning: Individual use of the DELV program with teenagers
Frenkel, Stéphanie ULg; Nobile, Debora ULg

Conference (2014, July)

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010 ... [more ▼]

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010, 2011). It includes 8 types of decontextualized exercises which notably allow to develop the learner’s metacognitive knowledge and skills (for more details, see Büchel, 2013b). They also make it possible to work on cognitive and psycho-affective aspects. Transfer can thus be better developed. This tool has been used since its first version (Büchel & Büchel, 1995) both at the Atelier d’Apprentissage of the University of Genève (Unige, Switzerland) and at that of the University of Liège (ULg, Belgium) since their creation (respectively in 1996 and in 2009), (for more details, see Büchel, 2013a; Frenkel, in press (b)). Our main purpose is to present how we can use this tool individually in order to enable the student to activate his/her “sleeping potential” (for more details, see Frenkel, in press (a)). By focusing on adolescence, we will present (a) our theoretical background (conception of learning and intellectual functioning, criteria and levels of mediation), (b) the variables worked on, and (c) the results obtained. Note: Part of the Psychological and Speech therapy consultation Centre (CPLU, ULg), Belgium’s Atelier d’Apprentissage [Learning Workshop] intended for children and teenagers with temporary school learning difficulties. See www.cplu.ulg.ac.be References - Büchel, F.P. (2013a). L’intervention psychopédagogique auprès des enfants ayant des difficultés d’apprentissage. Un modèle métacognitif et d’autorégulation. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 71- 105). Nice, France: Les Editions Ovadia. - Büchel, F.P. (2013b). Le programme DELV – Comprendre son propre apprentissage. Evaluation scientifique auprès d’enfants et d’adolescents sans ou avec difficultés d’apprentissage. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 293-336). Nice, France: Les Editions Ovadia. - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive. - Büchel, F.P., & Büchel, P. (1997). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens und Denkens für Jugendliche und Erwachsene. Aarau, Switzerland: Sauerländer. - Büchel, F.P. & Büchel, P. (2010). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (4. überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2011). DELV. Comprendre son propre apprentissage. Tegna, Suisse: Centre d’éducation cognitive. - Frenkel, S. (in press (a)). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach. - Frenkel, S. (in press (b)). Métacognition et réussite scolaire : Applications. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université. - Frenkel, S., & Deforge, H. (in press). Métacognition et réussite scolaire: Perspectives théoriques. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université. [less ▲]

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See detailLearning to Learn: Assessment of Metacognitive competencies
Frenkel, Stéphanie ULg; Nobile, Debora ULg

in IATED (Ed.) INTED2014 Proceedings (2014, March)

Numerous students are having school difficulties linked to the way they learn. Some authors speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead (Frenkel, 2013, in press; Frenkel ... [more ▼]

Numerous students are having school difficulties linked to the way they learn. Some authors speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead (Frenkel, 2013, in press; Frenkel & Deforge, in press; Frenkel & Nobile, 2013). Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. Metacognitive abilities play a central role in learning (e.g., Frenkel & Deforge, in press; Giasson, 2001; Grangeat, 1997; Hessels & Hessels-Schlatter, 2010b; Lumbelli, 2003; Poissant, Poëllhuber & Falardeau, 1994; Rozencwajg, 2003; Veenman, Kok & Blöte, 2005) and thus in successful school learning (Büchel, 2013a, 2013b; Van der Stel & Veenman, 2010; Wang, Haertel & Walberg, 1994). However, studying them requires that we clarify what is meant by “metacognition” and “metacognitive abilities”. In this framework, we developed the EDUCA + project which is intended to provide possible solutions. EDUCA + is based on wide field experience. Its theoretical background is based on a substantial review of the literature. Its objective is to increase the expertise of “front line” field workers by developing specific products such as tools, training courses, services, and a website (Frenkel, in press). This will notably enable them to develop their expertise, detect « sleeping » potential, diagnose, give advice when necessary, intervene (prevention and remediation) and use the tools efficiently. Two types of tools are being designed. On the one hand, assessment tools (tests allowing to put forward the learner’s strengths and weaknesses as well as the scope of his/her “sleeping potential”). On the other hand, intervention tools (short prevention vs. remediation programs). This also includes training courses and services. The creation of a website also aims to reinforce the actions of EDUCA + (personalized access depending on the internaut’s profile: students, parents, professionals). The aim of this paper is to present this research project and its main theoretical background. [less ▲]

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See detailLearning to learn: Assessment of metacognitive competencies
Frenkel, Stéphanie ULg; Nobile, Debora ULg

Poster (2014, March)

Numerous students are having school difficulties linked to the way they learn. Some authors speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead (Frenkel, 2013, in press; Frenkel ... [more ▼]

Numerous students are having school difficulties linked to the way they learn. Some authors speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead (Frenkel, 2013, in press; Frenkel & Deforge, in press; Frenkel & Nobile, 2013). Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. Metacognitive abilities play a central role in learning (e.g., Frenkel & Deforge, in press; Giasson, 2001; Grangeat, 1997; Hessels & Hessels-Schlatter, 2010b; Lumbelli, 2003; Poissant, Poëllhuber & Falardeau, 1994; Rozencwajg, 2003; Veenman, Kok & Blöte, 2005) and thus in successful school learning (Büchel, 2013a, 2013b; Van der Stel & Veenman, 2010; Wang, Haertel & Walberg, 1994). However, studying them requires that we clarify what is meant by “metacognition” and “metacognitive abilities”. In this framework, we developed the EDUCA + project which is intended to provide possible solutions. EDUCA + is based on wide field experience. Its theoretical background is based on a substantial review of the literature. Its objective is to increase the expertise of “front line” field workers by developing specific products such as tools, training courses, services, and a website (Frenkel, in press). This will notably enable them to develop their expertise, detect « sleeping » potential, diagnose, give advice when necessary, intervene (prevention and remediation) and use the tools efficiently. Two types of tools are being designed. On the one hand, assessment tools (tests allowing to put forward the learner’s strengths and weaknesses as well as the scope of his/her “sleeping potential”). On the other hand, intervention tools (short prevention vs. remediation programs). This also includes training courses and services. The creation of a website also aims to reinforce the actions of EDUCA + (personalized access depending on the internaut’s profile: students, parents, professionals). The aim of this paper is to present this research project and its main theoretical background. Keywords: Metacognition, School, Student, Potential, Dynamic Assessment. [less ▲]

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See detailEDUCA + : Apprendre à apprendre
Frenkel, Stéphanie ULg

Conference given outside the academic context (2013)

Présentation du projet EDUCA + et des bases théoriques

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See detailEDUCA + : Apprendre à apprendre
Frenkel, Stéphanie ULg

Conference given outside the academic context (2013)

Présentation du projet EDUCA + et des bases théoriques.

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See detailEDUCA + : Apprendre à apprendre
Frenkel, Stéphanie ULg

Conference given outside the academic context (2013)

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See detailMétacognition 2 : Comprendre et améliorer les compétences métacognitives
Frenkel, Stéphanie ULg

Scientific conference (2013, May 23)

• Postulats de base • Education cognitive et approche métacognitive • Illustration : l'Atelier d’Apprentissage (CPLU, ULg) • Illustration : l'Education cognitive à l'Université

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See detailDifficultés scolaires : comment améliorer la méthode de travail par l'Education cognitive
Frenkel, Stéphanie ULg

Scientific conference (2013, March 14)

De plus en plus d'élèves ont des difficultés liées à leur façon d'apprendre. Nombre d'entre eux présentent un point commun : ils n'ont pas pleinement développé leurs compétences métacognitives. L'élève n ... [more ▼]

De plus en plus d'élèves ont des difficultés liées à leur façon d'apprendre. Nombre d'entre eux présentent un point commun : ils n'ont pas pleinement développé leurs compétences métacognitives. L'élève n'exploite pas pleinement son potentiel d'apprentissage, il n'a pas développé un niveau suffisant de connaissances sur lui (ses points forts, ses points faibles, son style d'apprentissage ...) ni ses stratégies de haut niveau (anticipation, planification, contrôles et transfert). A cela, s'ajoutent des aspects psychoaffectifs aggravants (faibles objectifs d'apprentissage, faible estime de soi, démobilisation scolaire ...). Incluant une définition de la métacognition, il s'agira notamment d'étudier les actions possibles à l'aide d'outils et de méthodes notamment issus de l'Education cognitive. [less ▲]

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See detailL'Education cognitive au service de la réussite scolaire : Apprendre à Apprendre
Frenkel, Stéphanie ULg

Conference given outside the academic context (2012)

Présentation de l'approche métacognitive dans les difficultés d'apprentissage scolaire (diagnostic et remédiation) : bases théoriques et applications cliniques. Présentation de la CPLU (ULg) et de l ... [more ▼]

Présentation de l'approche métacognitive dans les difficultés d'apprentissage scolaire (diagnostic et remédiation) : bases théoriques et applications cliniques. Présentation de la CPLU (ULg) et de l'Atelier d'Apprentissage (CPLU, ULg) [less ▲]

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See detailRecherche-action au sein d'un système scolaire : co-construction des savoirs entre parents et professionnels
Frenkel, Stéphanie ULg

in Socialinis Darbas: Patirtis ir Metodai (2012), 1

From November 2007 to 0ctober 2009, we conducted a participative research, the main goals of which were (a) to implement and perpetuate a program of cooperation between parents and professionals for at ... [more ▼]

From November 2007 to 0ctober 2009, we conducted a participative research, the main goals of which were (a) to implement and perpetuate a program of cooperation between parents and professionals for at-risk children at school and (b) to develop, jointly with school teams, a plan to create communities of practice. In the French-speaking part of Belgium, around twenty schools took part in this “Program of parents and professionals cooperation for at-risk children” (PAPPER). We will first present our goals and the method used. Afterwards, we will discuss different things, such as the difficulties inherent to a participative research, the richness in co-constructing knowledge and ability in a community of practice, the empowerment of the various actors (teachers, professionals from the CPMS (guidance service), parents) and the product of this research: the “ Catalogue of useful resources”. [less ▲]

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