Explicit teaching of meta-strategic knowledge in authentic classroom situations

By Anat Zohar, A. Ben David. 2008

188 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1e3cb36b96f84cd7104525aed19ac2a598b6c3bb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “…of evidence points to the efficacy of explicitly teaching strategies for Archived at Flinders University: dspace.flinders.edu.au cognitive elaboration of subject-matter and for metacognitive regulation (Mevarech & Amrany, 2008; Veenman, van Hout-Wolters, & Afflerbach, 2006; Zohar & David, 2008).”
Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation. (2010, methodology): “…but they are presented with a structured environment where the relevant variables are specified, and the variable to be tested may or may not be specified (Chen & Klahr, 1999; Kuhn, Black, Keselman, & Kaplan, 2000; Kuhn & Dean, 2005; Kuhn et al., 1995; Zohar & David, 2008; Zohar & Peled, 2008).”
Teaching the control-of-variables strategy: A meta-analysis (2016, methodology): “As mentioned previously, existing literature suggests that general school achievement level could moderate effect sizes (e.g., Zohar & David, 2008; Zohar & Peled, 2008) but the information required to allow this variable to be coded was rarely reported.”
The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, background): “These two perspectives continue to be the foundation for most of the present research on metacognitive processing with some recent views including metacognitive knowledge, regulation, and experiences (e.g., Nussinson & Korait, 2008; Zohar & David, 2008).”
Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning (2009, methodology): “(For a more detailed discussion regarding the development of thinking strategies, please see Zohar & Ben-David, 2008b).”
Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009, methodology): “The findings showed that explicit teaching of MSK had a particularly strong effect for low achieving students ( Zohar and Ben David 2008 ).”
How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? (2010, background): “IMPROVE’s effect on lower and higher achievers’ problem solving and metacognitive strategy use extends previous findings of other metacognitive support programs in different age development as elementary students (Cardelle-Elawar 1995; Desoete & Roeyers, 2002; Fuchs et al., 2004; White & Frederiksen”