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The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

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References

1990Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.1,825 cited
2006Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning1,528 cited
2016Meta-Analysis of Inquiry-Based Learning964 cited
2005Relation between intellectual and metacognitive skills: Age and task differences457 cited
2007Predictors for Student Success in an Online Course453 cited
2013A review of research on metacognition in science education: current and future directions436 cited
2011Assessing metacognition in an online community of inquiry360 cited
2004Metacognition and Self-Regulated Learning Constructs351 cited
2007The relationship between goals, metacognition, and academic success266 cited
2005A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding262 cited
1990Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.238 cited
2001Metacognitive Differences Between Traditional-Age and Nontraditional-Age College Students220 cited
2018Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis210 cited
2005Gender Differences in Self-Regulated Learning.

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114 cited

2005The Development of Metacognition in Primary School Learning Environments101 cited

2011The Measurement and Predictive Ability of Metacognition in Middle School Learners97 cited

Cited by

2024The Effects of Adaptive Gamification in Science Learning: A Comparison Between Traditional Inquiry-Based Learning and Gender Differences45 cited