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

Anat Zohar*, Bracha Peled

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

112 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 languageAmerican English
Pages (from-to)337-353
Number of pages17
JournalLearning and Instruction
Volume18
Issue number4
DOIs
StatePublished - 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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