Applications of Cognitive Psychology in Education

Course Information
TitleΕφαρμογές της Γνωστικής Ψυχολογίας στην Εκπαίδευση / Applications of Cognitive Psychology in Education
Cycle / Level2nd / Postgraduate
Teaching PeriodSpring
Course ID600016287

Programme of Study: Cognitive Psychology and Applications

Registered students: 3
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses belonging to the selected specialization2110

Class Information
Academic Year2018 – 2019
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
General Prerequisites
Learning Outcomes
After the completion of the course students are expected to: (a) acquire an in-depth knowledge for current approaches in the study of thinking, intelligence, metacognition, and self-regulated learning, (b) apply this knowledge in education, and (c) be acquainted with methods and instruments that are used for the evaluation of cognitive, metacognitivwe, and self-regulated learning skills in the school context.
General Competences
  • Apply knowledge in practice
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course covers the following issues: A) Current approaches in the study of thinking and applications in education: Epistemic thinking and Critical thinking. Intervention studies for fostering Critical thinking skills in education. B) Cognition and metacognition. Theoretical approaches of the relation between metacognition and intelligence and applications in education. C) Metacognition and Cognitive functions: Attention and Meta-attention, Reading comprehension and metacomprehension (intervention studies for the enhancement of comprehension monitoring skills). D) Self-regulated learning (SRL) and evaluation of SRL skills in the school context. Principles for designing educational activities for the promotion of SRL in the school context.
Thhinking, Critical Thinking, Epistemic Thinking, Metacognition, Intelligence, Self-regulated learning, Education
Educational Material Types
  • Slide presentations
  • Interactive excersises
  • articles and books
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Power point for class presentations. Use of e-learning (Moodle) for sending the course material and communicating with students.
Course Organization
Reading Assigment1044
Written assigments1284.9
Student Assessment
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)
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Summative)
  • in class oral presentations (Summative)
Additional bibliography for study
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. --Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people’s beliefs about knowledge and learning. Educational Psychology Review, 13 (4), 419-449. --Dwyer, C. P., Hogan, M. J., &Stewart, I. (2014).An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. --Efklides, A. (2011). Interactions of metacognition with motivation and affect in self regulated learning: The MASRL model. Educational Psychologist, 46, 6-25. --Efklides, A., & Misailidi, P. (2010). Introduction: The present and the future in Metacognition. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 1-20). New York: Springer. --Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911. --Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., &Kim, Y. W. (2018).A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71-83. --Harpern, D. F. (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.
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