The Nature and Development of Teachers' Metastrategic Knowledge in the Context of Teaching Higher Order Thinking
By Anat Zohar. 2006
118 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/3367a9805d591f2f47180e82217bee937fba72a8
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In Developmental and Educational Psychology
- Sarit Barzilai
- Anat Zohar
- A. Ben David
- Anne Virtanen
- Päivi Tynjälä
- Haiyan Bai
- Nance S. Wilson
- Clark A. Chinn
In Education
- Sarit Barzilai
- Anat Zohar
- Anne Virtanen
- A. Ben David
- Päivi Tynjälä
- Haiyan Bai
- Nance S. Wilson
- Clark A. Chinn
Citations in the corpus
- The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition (2010, background): “Instructional strategies that help teachers implement explicit instruction and provide students time for reflecting on the processes include: think alouds (Isreal & Massey, 2005), opportunities to practice thinking strategies (Schreiber, 2005), active discussions (Zohar, 2006), and the use the langu”
- A review of research on metacognition in science education: current and future directions (2013, methodology): “…using think-alouds; using prompts and probes for metacognitive thinking; providing appropriate feedback; reflective writing; and using concept maps or other visual organisers (Leat & Lin, 2003; Veenman, 2011; Veenman et al., 2006; Whitebread et al., 2009; Wilson & Bai, 2010; Zohar, 1999, 2006).”
- Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009, methodology): “We had conducted the initial analysis of MSK as part of an empirical research project addressing MSK in the context of instruction of Higher Order Thinking (HOT) in science ( Zohar 2006a; Zohar and Peled 2008; Zohar and Ben David 2008).”
- Factors explaining the learning of generic skills: a study of university students’ experiences (2018, background): “Skills 2020 2011; New Skills for New Jobs 2010); ii) are characterized as higher-order thinking skills (HOTS) that university education has been traditionally expected to develop in its students (e.g. Bloom 1956; Wilks 1995; Zohar 2006; Zohar and Dori 2003); and iii) have been central in debates reg”