JAN EVANGELISTA PURKYNĚ UNIVERSITY IN ÚSTÍ NAD LABEM
Study programmes & Course catalogue
for academic year 2026/2027
JAN EVANGELISTA PURKYNĚ UNIVERSITY IN ÚSTÍ NAD LABEM
Česky
Search

Course: Metacogniton and epistemic beliefs among elementary, lower and higher secondary school pupils

» List of faculties » PF » KPAD
Course title Metacogniton and epistemic beliefs among elementary, lower and higher secondary school pupils
Course code KPAD/E006
Organizational form of instruction Lesson
Level of course unspecified
Year of study not specified
Semester Summer
Number of ECTS credits 5
Language of instruction English
Status of course unspecified
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Course availability The course is available to visiting students
Lecturer(s)
  • Říčan Jaroslav, doc. Mgr. Ph.D.
Course content
1. Concepts introduction (metacognition, epistemic belief) and its place in educational psychology and teaching instruction. 2. Metacognition and epistemic beliefs (related constructs). 3. Theoretical foundation of metacognition (historical roots; metacognitive knowledge and regulation; relationship to self-regulated learning). 4. Theoretical foundation of epistemic beliefs (historical roots; models of epistemic beliefs). 5. Development of metacognition (early childhood till adulhoot; theory of mind; role of language and social interaction). 6. Development of epistemic beliefs (how individuals understand certainty and sources of knowledge; justification of knowledge). 7. Empirical research on metacognition (key findings, research designs). 8. Empirical research on epistemic beliefs (key findings, research designs). 9. Metacognition and epistemic beliefs: Instructional implications for elementary education. 10. Metacognition and epistemic beliefs: Instructional implications for lower secondary education. 11. Metacognition and epistemic beliefs: Instructional implications for higher secondary education. 12. Teacher beliefs and their metacognition (classroom culture and discourse; role of feedback; learning environment). 13. Implications for curriculum (evidence based approach, further empirical research).

Learning activities and teaching methods
unspecified
Learning outcomes
This course introduces metacognition and epistemic beliefs as key constructs in educational psychology and examines their theoretical foundations, developmental aspects, and empirical research. It explores the relationships between these constructs and their impact on learning and self-regulated learning across different school levels. A major emphasis is placed on instructional implications, teacher beliefs, and evidence-based curriculum design in elementary, lower secondary, and higher secondary education.
Upon successful completion of the course, students are able to apply knowledge of metacognition and epistemic beliefs to analyze learning processes and instructional practices across different school levels. They can critically interpret empirical research findings and use evidence-based approaches to design teaching strategies and curricular decisions. Students are also able to reflect on the role of teachers' metacognition and beliefs in shaping classroom environments and supporting pupils' learning.
Prerequisites
unspecified

Assessment methods and criteria
unspecified
Recommended literature
  • Brante, E. W., & Str?ms?, H. I. Sourcing in text comprehension: A review of interventions targeting sourcing skills. Educational Psychology Review, 2018.
  • Cartiff, B. M., Duke, R. F., & Greene, J. A. The effect of epistemic cognition interventions on academic achievement: A meta-analysis. Journal of Educational Psychology, 2021.
  • Greene, J. A., Cartiff, B. M., & Duke, R. F. A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achivement. Journal of Educational Psychology, 2018.
  • Griffith, P. L. What is metacognition and what should be its role in literacy instruction. 2005.
  • Gutierrez de Blume, A. P. Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy. Journal of Educational Psychology, 2022.
  • Hofer, B. K., & Pintrich, P. R. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 1997.
  • Pieschl, S. Metacognitive calibration e an extended conceptualization and potential applications. Metacognition & Learning, 2009.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
JAN EVANGELISTA PURKYNĚ UNIVERSITY IN ÚSTÍ NAD LABEM, date of update: 04.03.2026 09:50. Data created for academic year 2026/2027