TY - JOUR
T1 - The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students
AU - Zohar, Anat
AU - Peled, Bracha
PY - 2008/8
Y1 - 2008/8
N2 - 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.
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.
KW - Control of variables
KW - Metacognition
KW - Metastrategic knowledge
KW - Teaching of strategies
KW - Thinking strategies
UR - https://www.scopus.com/pages/publications/43649101316
U2 - 10.1016/j.learninstruc.2007.07.001
DO - 10.1016/j.learninstruc.2007.07.001
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:43649101316
SN - 0959-4752
VL - 18
SP - 337
EP - 353
JO - Learning and Instruction
JF - Learning and Instruction
IS - 4
ER -