Abstract

The goal of this section of the Handbook is to forward a definition and conceptualization of strategies and strategic processing that can shed light on the past as well as illuminate a path to the future. In this commentary chapter, we argue that this effort to define and clarify these constructs is necessary. Definitions are necessary because of their role in scientific communication. Strategies and strategic processing are particularly worthy of this effort because students’ strategic processing is both proximal to learning outcomes and amenable to instruction. We present definitions of both strategies and strategic processing that are based on a synthesis of the chapters on which this commentary is based as well as the educational research literature as a whole. Critical features of these definitions are discussed to develop a conceptual frame for understanding strategies and strategic processing.