The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students

Anat Zohar; Bracha Peled

doi:10.1016/j.learninstruc.2007.07.001

The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students

Anat Zohar^*, Bracha Peled

^*Corresponding author for this work

Department of Education

Research output: Contribution to journal › Article › peer-review

104 Scopus citations

Abstract

This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N = 41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains were preserved in near and far transfer tasks immediately after the end of instruction and 3 months later. Explicit teaching of MSK affected both LA and HA students, but it was extremely valuable for LA students who required a longer period than HA students to reach their top score.

Original language	American English
Pages (from-to)	337-353
Number of pages	17
Journal	Learning and Instruction
Volume	18
Issue number	4
DOIs	https://doi.org/10.1016/j.learninstruc.2007.07.001
State	Published - Aug 2008

Bibliographical note

Funding Information:
This research was supported by the Israel Science Foundation (grant No. 802/03).

Keywords

Control of variables
Metacognition
Metastrategic knowledge
Teaching of strategies
Thinking strategies

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10.1016/j.learninstruc.2007.07.001

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title = "The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students",

abstract = "This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N = 41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains were preserved in near and far transfer tasks immediately after the end of instruction and 3 months later. Explicit teaching of MSK affected both LA and HA students, but it was extremely valuable for LA students who required a longer period than HA students to reach their top score.",

keywords = "Control of variables, Metacognition, Metastrategic knowledge, Teaching of strategies, Thinking strategies",

author = "Anat Zohar and Bracha Peled",

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AB - This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N = 41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains were preserved in near and far transfer tasks immediately after the end of instruction and 3 months later. Explicit teaching of MSK affected both LA and HA students, but it was extremely valuable for LA students who required a longer period than HA students to reach their top score.

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KW - Metacognition

KW - Metastrategic knowledge

KW - Teaching of strategies

KW - Thinking strategies

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DO - 10.1016/j.learninstruc.2007.07.001

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JO - Learning and Instruction

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The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students

Abstract

Bibliographical note

Keywords

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