Teachers' metacognitive knowledge and the instruction of higher order thinking

Anat Zohar*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

81 Scopus citations

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 languageAmerican English
Pages (from-to)413-429
Number of pages17
JournalTeaching and Teacher Education
Volume15
Issue number4
DOIs
StatePublished - 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

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