The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students☆

By Anat Zohar, Bracha Peled. 2008

174 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4f436d4f70ca0fd563962cb0df65682e69f04afc

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The Emergence of Scientific Reasoning (2012, background): “Similarly, Zohar and Peled (2008) focused instruction in the control-of-variables strategy (CVS) on metastrategic competence.”
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).”
Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009, methodology): “In the first two studies a great effort was made not to “transmit” the knowledge involved in MSK or to have students “rote learn” the pertinent body of knowledge, but to coach students in a comprehensive process of knowledge construction that took place over an extended period ( Zohar and Peled 2008”
Fifth graders metacognitive knowledge: general or domain-specific? (2011, background): “It is proposed to play an important role in models of self-regulated learning (Boekaerts and Niemivirta 2000; Puustinen and Pulkkinen 2001) and in school achievement (Wang et al. 1990; Zohar and Peled 2008 ).”
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, background): “…received further instructional support in addition to the prompts (e.g., a worked-out example journal entry or meta-strategic information in relation to the prompted strategies, i.e., information about how, when, and why to use the prompted strategies, see Paris et al. 1983; Zohar and Peled 2008).”
Expertise reversal effects in writing-to-learn (2010, background): “Providing students with meta-strategic knowledge about the prompted strategies, that is, knowledge about how, when, and why to use cognitive strategies might offer a possible solution to this problem (see Hübner et al. 2009; Schraw 1998; Zohar and Peled 2008).”
Teaching the control-of-variables strategy: A meta-analysis (2016, background): “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.”
A review of research on metacognition in science education: current and future directions (2013, background): “Explicit instruction can take many forms of constructivist practices in which the development of metacognitive understandings and skills is an explicit instructional goal (Zohar & Ben David, 2008; Zohar & Peled, 2008).”
Explicit teaching of meta-strategic knowledge in authentic classroom situations (2008, background): “…explore this issue, the general goal of a previous study conducted in our research group was to study the conditions under which explicit instruction of MSK would be effective, and to examine how it would affect the thinking of low-achieving and highachieving students (Zohar and Peled 2007).”