Using a Metaphor for Learning to Improve Students' Metacognition in the Chemistry Classroom

By Gregory P. Thomas, C. Mcrobbie. 2001

138 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/14ccba3fcb808bc48cd7b6281099d83705dd8e87

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “Another strategy is the use of metaphors to reveal naïve preconceptions (Tobin & Tippins, 1996; Thomas & McRobbie, 1999, 2001; Vosniadou, 1994).”
Development of an Instrument Designed to Investigate Elements of Science Students’ Metacognition, Self‐Efficacy and Learning Processes: The SEMLI‐S (2008, methodology): “…education literature where metacognition has been defined as, for example, knowledge, control and awareness of learning processes (Baird, 1990; Thomas & McRobbie, 2001) and the ability to think about one’s thinking (Gilbert, 2005), with Blank (2000) positing additionally that students’…”
From the general to the situated: three decades of metacognition (2004, background): “…growing metacognitive literature in science education is beginning to verify and strengthen the claim that metacognition can indeed have a positive role to play in science teaching and learning (for example, Davidowitz and Rollnick 2001, Davis 1996, Henriksen et al. 1996, Thomas and McRobbie 2001).”
Conceptualisation, Development and Validation of an Instrument for Investigating the Metacognitive Orientation of Science Classroom Learning Environments: The Metacognitive Orientation Learning Environment Scale – Science (MOLES-S) (2003, background): “Thomas (1999b) and Thomas and McRobbie (2001) developed and used a language of learning centred around the metaphor ‘learning is constructing’ to communicate with students about learning and learning processes from a constructivist perspective.”
The Inquiry Laboratory as a Source for Development of Metacognitive Skills (2008, unknown): “learning with understanding (e.g., Baird, 1986; Baird & White, 1996; Gourgey, 1998; White & Mitchell, 1994; Conner, 2000; Rickey & Stacy, 2000; Thomas & McRobbie, 2001; Davidowitz & Rollnick, 2003; Kuhn, 1999).”