Course Details

1. Present and explain briefly the main theories about the different learning and thinking styles.
2. Present the characteristics of the learning styles and discuss their implications into teaching.
3. Present the characteristics of the learning styles and discuss their implications into teaching.
4. Present the historical development of the concept of metacognition and explain its two main dimensions: metacognitive knowledge and self-regulation.
5. Evaluate specific teaching processes in respect to the stages of metacognitive development.
6. Evaluate the impact of the self-regulatory strategies on the life-long learning education.

•  Τhe basic theories about the different learning styles and thinking styles.
• Characteristics of the different learning styles. Theory and practice.
• Different cognitive styles and their relations with the different learning styles. Teaching implications.
•  The concept of metacognition and its two main dimensions: metacognitive knowledge and self-regulation.
• The development of metacognition. Different stages in relation to age.
• The development of metacognitive strategies for problem solving and learning.
• Self-regulatory strategies and the life-long learning education.

• Μακρής, Ν. & Δεσλή, Δ. (2004). Γνωστική Ψυχολογία Σήμερα: Γέφυρες γιατ η μελέτη της νόησης. Τυπώθητω.

• Berger, A. (2011). Self-regulation: Brain, Cognition and Development. Human brain development series.
• Larson, C. (2009). Metacognition: New Research Developments. NOVA publishers.

The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Many group exercises are provided to students for practical work and experiences.