Applications of Cognitive Psychology in Education

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Power point for class presentations. Use of e-learning (Moodle) for sending the course material and communicating with students.

Students will be evaluated as follows: --class participation (10% of the final grade) --oral presentation in class(in groups of 2)(20% of the final grade). --an essay (a review article of 15-20 pages on one of the themes discussed in class)(40% of the final grade) - oral exams after the completion of the lesson(30% of the final grade)

Αγγλική και ελληνική βιβλιογραφία από βιβλία και άρθρα από βιβλιογραφικές βάσεις Ενδεικτική Βιβλιογραφία --Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199-231. --Bråten, I., & Strømsø, H. I. (2005).The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75, 539–565. --Cheng, M. H. M., &Wan, Z. H. (2017).Exploring the effects of classroom learning environment on critical thinking skills and disposition: A study of Hong Kong 12th graders in Liberal Studies. Thinking Skills and Creativity, 24, 152-163. --De Boer, H., Donker, A. S., Kostons, D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115. --Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425-474. --Δερμιτζάκη, Ε. (2017). Προάγοντας τις δεξιότητες των μαθητών να μαθαίνουν: Ανάπτυξη της αυτό-ρυθμιζόμενης μάθησης. Αθήνα: Gutenberg. --Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231-264. --Donker, A. S., de Boer, H., Kostons, D., Dignath-van Ewijk, C. C., & van der Werf, M. P. C. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26. http://dx.doi.org/10.1016/j.edurev.2013.11.002. --Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people’s beliefs about knowledge and learning. 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(2014).Thought and knowledge: An Introduction to Critical Thinking (5th ed.). New York: Psychology Press, Taylor and Francis Group. --Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 13(4), 353-383. --Kitsantas, A. (2013). Fostering college students' self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 235-252. --Kolić-Vehovec, S., Bajšanski, I., & Rončević Zubković, B. (2010). Metacognition and Reading Comprehension: Age and gender Differences. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 327-345). New York: Springer. --Kuhn, D., Cheney, R, & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328. --Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74, 1245-1260 --Κωσταρίδου-Ευκλείδη, Α. (2005). Μεταγνωστικές διεργασίες και αυτο-ρύθμιση. Αθήνα: Ελληνικά Γράμματα. --Lipman, M. (2006, μεταφρ.). Η σκέψη στην εκπαίδευση (επιστημ. Επιμ. Β.Παππή). Αθήνα: Εκδόσεις Πατάκη. --Lockl, K., & Schneider, W. (2006). Precursors of metamemory in young children: Τhe role of theory of mind and metacognitive vocabulary. Metacognition and Learning, 1 (1), 15-30. --Malegiannaki, A., & Metallidou, P. (2017). Development of attentional functions in school-age: Evidence from traditional and computerized Tasks. Journal of Educational and Developmental Psychology, 7, 42-51. --Martin, L., & Halpern, D. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greater gains. Thinking Skills and Creativity, 6, 1-13. --Metallidou, P. (2012). Epistemological beliefs as predictors of self-regulated learning strategies in middle school students. School Psychology International, 34, 283-298. --Metallidou, P., Malegiannaki, A., Konstantinopoulou, E., & Kiosseoglou, G. (2016). Effects of different functions of attention on school grades in primary school children. Journal of Education and Human Development, 5, 68-79. --Metallidou, P., & Vlachou, A. (2010).Children’s self-regulated learning profile in language and mathematics: The role of task value beliefs. Psychology in the Schools, 47, 776-788. --Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190. --Muis, K. R. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177–208. --Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., & Heddy, B. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168-183. --Oakhill, J., Hartt, J., & Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18, 657-686. --Prins, F., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387. --Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. --Veenman, M.V.J., & Spaans, M.A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176. --Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition Learning, 1, 3-14. --Wechslera, S. M., Saizb, C., Rivasb, S. F., Medeiros Vendraminic, C. M., Almeidad, L. S.,Mundima, M. C., &Francod, A. (2018).Creative and Critical Thinking: Independent or overlapping components? Thinking Skills and Creativity, 27, 114-122.