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Explicit teaching of meta-strategic knowledge in authentic classroom situations
16 references·16 citing·35 second hopsampled
Explicit teaching of meta-strategic knowledge in authentic classroom situations (2008)Explicit teaching of meta-strategic knowl…Handbook of Research on Educational Communications and Technology (2013)Handbook of Research on Educa…Metacognition and learning: conceptual and methodological considerations (2006)Metacognition and learning: c…Child Psychology: A Handbook of Contemporary Issues (2005)Child Psychology: A Handbook …The Equivalence of Learning Paths in Early Science Instruction (2004)The Equivalence of Learning P…Promoting General Metacognitive Awareness (2001)Promoting General Metacogniti…Promoting general metacognitive awareness (1998)Promoting general metacogniti…Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Inquiry, Modeling, and Metaco…Constructivism: Implications for the Design and Delivery of Instruction (1996)Constructivism: Implications …Developing understanding of the idea of communities of learners (1994)Developing understanding of t…Science for all Americans (1990)Science for all AmericansApprenticeship in thinking: cognitive development in social context (1990)Apprenticeship in thinking: c…Apprenticeship in Thinking (1990)Apprenticeship in ThinkingEducation and Learning to Think (1987)Education and Learning to Thi…Mind in society: The development of higher psychological processes. L. S. Vygotsky. 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(2010)Learning the control of varia…Uncovering students’ thinking about thinking using concept maps (2009)Uncovering students’ thinking…Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009)Paving a clear path in a thic…The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students (2008)The effects of explicit teach…Developing elementary science skills: Instructional effectiveness and path independence (2008)Developing elementary science…Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning (2008)Contribution of Meta‐strategi…Science Teacher Education and Professional Development in Argumentation (2007)Science Teacher Education and…The developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Cognition and the Culture of Learning (1989)Situated Learning (1991)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Teaching Courses Online: A Review of the Research (2006)Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. (1990)Handbook of reading research (1991)Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008)How can primary school students learn self-regulated learning strategies most effectively? (2008)Handbook of Self-Regulation of Learning and Performance (2017)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Benchmarks for Science Literacy (2013)A conceptual framework for integrated STEM education (2016)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Identity and agency in cultural worlds (1999)Culture and systems of thought: Holistic versus analytic cognition. (2001)Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots (2006)1. Foundations of Educational Theory for Online Learning (2008)From Practice Fields to Communities of Practice (2014)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Rethinking Transfer: A Simple Proposal with Multiple Implications (1999)An instructional design framework for authentic learning environments (2000)When Smart Groups Fail (2003)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)e-Learning, online learning, and distance learning environments: Are they the same? (2010)Phases of inquiry-based learning: Definitions and the inquiry cycle (2015)Educational Leadership (2003)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1962Thought and language20,700 cited
  • 1990Apprenticeship in thinking: cognitive development in social context5,464 cited
  • 1990Apprenticeship in Thinking4,706 cited
  • 2013Handbook of Research on Educational Communications and Technology2,732 cited
  • 2006Metacognition and learning: conceptual and methodological considerations2,022 cited
  • 1990Science for all Americans1,840 cited
  • 1996Constructivism: Implications for the Design and Delivery of Instruction1,549 cited
  • 1998Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students1,393 cited
  • 1978Mind in society: The development of higher psychological processes. L. S. Vygotsky.1,309 cited
  • 2001Promoting General Metacognitive Awareness1,245 cited
  • 1987Education and Learning to Think1,177 cited
  • 2005Child Psychology: A Handbook of Contemporary Issues1,052 cited
  • 1998Promoting general metacognitive awareness1,029 cited
  • 2004The Equivalence of Learning Paths in Early Science Instruction919 cited
  • 1994

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Developing understanding of the idea of communities of learners
917 cited

Cited by

  • 2013The 21st century challenge for science education: Assessing scientific reasoning208 cited
  • 2014Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking169 cited
  • 2015Teaching the control-of-variables strategy: A meta-analysis164 cited
  • 2018Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School153 cited
  • 2008The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students151 cited
  • 2007Science Teacher Education and Professional Development in Argumentation136 cited
  • 2011Metacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition127 cited
  • 2009Uncovering students’ thinking about thinking using concept maps123 cited
  • 2011Scaffolding cognitive and metacognitive strategy instruction in regular class lessons113 cited
  • 2009Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component111 cited
  • 2008Developing elementary science skills: Instructional effectiveness and path independence104 cited
  • 2010Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation.102 cited
  • 2011The Measurement and Predictive Ability of Metacognition in Middle School Learners97 cited
  • 2014Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues96 cited
  • 2016Learning to integrate divergent information sources: the interplay of epistemic cognition and epistemic metacognition93 cited
  • 2008Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning86 cited