Academic
Publications
Improving learning through enhanced metacognition: a classroom study

Improving learning through enhanced metacognition: a classroom study,10.1080/0140528860080303,International Journal of Science Education,J. R. Baird

Improving learning through enhanced metacognition: a classroom study   (Citations: 50)
BibTex | RIS | RefWorks Download
A six‐month classroom‐based action‐research study is reported, which involved 64 Grade 9 and 11 students, their teacher and the researcher. The study was directed to improving students’ responsibility for, and control of, learning by training for enhanced metacognition. Training was for the three aspects of metacognition ‐‐ knowledge, awareness, control ‐‐ and involved seven objectives for the students and three for their teacher. A central feature of training was for students to practise applying evaluative cognitive strategies during lessons. All participants documented changes in classroom behaviours, attitudes and performances. Results indicate that all objectives were achieved. Students became more informed, purposeful learners, exerting greater control over their learning. However, improvement was limited by certain classroom factors external to the learner.
Journal: International Journal of Science Education - INT J SCI EDUC , vol. 8, no. 3, pp. 263-282, 1986
Cumulative Annual
View Publication
The following links allow you to view full publications. These links are maintained by other sources not affiliated with Microsoft Academic Search.
Sort by: