Explicit teaching of meta-strategic knowledge in authentic classroom situations

Anat Zohar*, Adi Ben David

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

109 Scopus citations

Abstract

Meta-strategic Knowledge (MSK) is a sub-component of metacognition that is defined in the present study as general, explicit knowledge about thinking strategies. In the present study we shall focus on the control of variables thinking strategy. Following an earlier study (Zohar & Peled 2007) that showed considerable effects of explicit instruction of MSK in laboratory setting, this study explores whether these effects are preserved in authentic classroom situations. Participants were 119 8th grade students from 6 classes of a heterogeneous school. Equal numbers of low-achieving and high-achieving students were randomly assigned into experimental and control groups. The findings showed dramatic developments in students' strategic and meta-strategic thinking following instruction. The effect of the treatment was preserved in delayed transfer tests. Our findings show that explicit teaching of MSK had a strong effect on low achieving students. The implications of the findings for learning and instruction are discussed.

Original languageAmerican English
Pages (from-to)59-82
Number of pages24
JournalMetacognition and Learning
Volume3
Issue number1
DOIs
StatePublished - Apr 2008

Keywords

  • Control of variables thinking strategy
  • Higher order thinking skills and strategies
  • Low achieving students
  • Meta-cognitive knowledge
  • Meta-strategic knowledge
  • Metacognition

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