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 | English |
|---|---|
| Pages (from-to) | 337-353 |
| Number of pages | 17 |
| Journal | Learning and Instruction |
| Volume | 18 |
| Issue number | 4 |
| DOIs | |
| 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