Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning

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Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, background): “…(e.g. Greene & Azevedo, 2009, Winters & Alexander, 2011) and how their regulatory processes could be supported during science inquiry learning (e.g. Ben-David & Zohar, 2009; Sandi-Urena, Cooper, & Stevens, 2011; Thomas, 2013), this research has mostly focused on students’ metacognitive regulation…”
Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis (2018, methodology): “These were the articles of Ben-David and Zohar (2009) and Zohar and Ben-David (2008).”
Single group, pre- and post-test research designs: Some methodological concerns (2012, methodology): “This is demonstrated by Ben-David and Zohar (2009).”
Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression (2013, methodology): “In general, development of meta-cognitive knowledge can be encouraged by a teaching strategy of applying the same practices on several scientific content areas, along with reflection on the practice (Ben-David & Zohar, 2009 ; White & Frederiksen, 1998 ).”
A review of research on metacognition in science education: current and future directions (2013, background): “(Ben-David & Zohar, 2009; Kaberman & Dori, 2009; Keselman, 2003; Leou et al., 2006; Zhang et al., 2004).”