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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 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 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 ▲]

Detailed reference viewed: 68 (9 ULg)
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See detailLa métacognition comme outil pour améliorer le transfert à long terme: Méthodes pour évaluer quantitativement la métacognition: avantages et inconvénients de 3 méthodologies.
Castaigne, Jean-Loup ULg

in Actes du 23e colloque international de l'association internationale de prédagogie universitaire (AIPU) (2006)

Detailed reference viewed: 117 (3 ULg)
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See detailMétacognition et apprentissage par le jeu : comment recueillir des indices et fournir des feedback métacognitifs quantitatifs sans perdre la jouabilité ?
Castaigne, Jean-Loup ULg

in Actes du 24e colloque international de l'association internationale de prédagogie universitaire (AIPU) : Vers un changement de culture en enseignement supérieur : Regards sur l'innovation, la collaboration et la valorisation (2007, May)

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See detailMétacognition et réussite scolaire : Applications
Frenkel, Stéphanie ULg

in Gireaudeau, Caroline; Chasseigne, Gérard (Eds.) Psychologie, Education et Vie Scolaire (2014)

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

in Gireaudeau, Caroline; Chasseigne, Gérard (Eds.) Psychologie, Education et Vie Scolaire (2014)

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 detailMetacognition: Cognitive and social dimensions
Yzerbyt, V. Y.; Lories, G.; Dardenne, Benoît ULg

Book published by Sage (1998)

Detailed reference viewed: 25 (7 ULg)
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See detailMetacognitions in proneness towards hallucinations and delusions
Laroi, Frank ULg; Van der Linden, Martial ULg

in Behaviour research and therapy (2005), 43(11), 1425-1441

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See detailMetacognitive beliefs in obsessive-compulsive patients: A comparison with healthy and schizophrenia participants
Moritz, S.; Peters, M. J. V.; Laroi, Frank ULg et al

in Cognitive Neuropsychiatry (2010), 15

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

in International Journal of Psychology : A Biopsychosocial Approach (2014), 14

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 detail“Metacognitive Mystery Tales at The Ohio State University”
Dechene, Antoine ULg

Scientific conference (2014, October 24)

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See detailMetacognitive realism : A cognitive style or a learning strategy ?
Jans, Véronique; Leclercq, Dieudonné ULg

in Educational Psychology (1997), 17(1-2), 101-110

Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsulated in the question: 'How far do ... [more ▼]

Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsulated in the question: 'How far do I already know the content I am supposed to learnt?' The authors address the following issues: (1) Is realism in metacognition a stable trait in learners?; (2) If not, by what is it influenced?. After a short review of the literature on the topic and the examination of experimental evidence, metacognition is considered as both a style and a strategy. The need for a taxonomy of metacognitive realism is demonstrated in order to clarify the topic and to facilitate applied research. [less ▲]

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See detailMetacognitive Realism: A cognitive Style or a Learning Strategy?
Jans, Véronique; Leclercq, Dieudonné ULg

in British Journal of Educational Technology (1997), 17(1-2),

Identifies metacognitive realism as the accurate assessment by a learner of their knowledge on a subject. Considers whether realism in metacognition is a stable trait, and possible influences. Briefly ... [more ▼]

Identifies metacognitive realism as the accurate assessment by a learner of their knowledge on a subject. Considers whether realism in metacognition is a stable trait, and possible influences. Briefly reviews the literature and experimental evidence and concludes that metacognitive realism is both style and strategy. [less ▲]

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See detailMétaethnologie. Lévi-strauss, l'inconscient et les structures
Steinmetz, Rudy ULg

Master's dissertation (1982)

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See detailMetafiction in Frame's Literature for Children
Delrez, Marc ULg

Conference (2007, June 08)

Detailed reference viewed: 5 (1 ULg)