Abstract
The purpose of the present study was to investigate teachers' declarative metacognitive knowledge of higher order thinking skills. This was a qualitative study conducted within the educational setting of in-service science teachers' courses. The main finding is that teachers' intuitive (i.e., pre-instructional) knowledge of metacognition of thinking skills is unsatisfactory for the purpose of teaching higher order thinking in science classrooms. A general practical implication of this study is that courses which prepare teachers for instruction of higher order thinking should address extensively the issue of metacognition of thinking skills.
Original language | English |
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Pages (from-to) | 413-429 |
Number of pages | 17 |
Journal | Teaching and Teacher Education |
Volume | 15 |
Issue number | 4 |
DOIs | |
State | Published - May 1999 |
Bibliographical note
Funding Information:This study was supported by a grant from the J.S. Mcdonnell Foundation, Cognitive Studies for Educational Practice (CSEP).
Keywords
- Higher order skills
- Metacognition
- Science teachers
- Teacher education
- Teacher thinking