Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?

By Maria Bannert, C. Mengelkamp. 2008

225 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, methodology): “Nevertheless, it may slightly slow down task performance (Bannert & Mengelkamp, 2008; Veenman, 2005).”
Metacognitive strategies that enhance critical thinking (2010, background): “Bannert and Mengelkamp (2008) have found that students’ learning performance was not affected by being asked to think-aloud and Veenman et al. (1993) have reached similar conclusions in their study.”
Scaffolding student reflection for experience-based learning: a framework (2013, background): “…to provide learners with formative feedback and early diagnostic assessment at the same time as affording opportunity to practice the skills of reflection and metacognition through giving and receiving feedback and assessing others’ reflection (Bannert and Mengelkamp 2008; Woloshyn et al. 1990).”
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010, methodology): “The application of a particular methodology reflects the researcher’s theoretical orientation (e.g., Azevedo et al., 2008; Bannert & Mengelkamp, 2008; Manlove, Lazonder, & de Jong, 2007).”