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Enhancing Metacognition through Thinking Instruction: A Case Study in a Taiwanese University
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Chen, Mei-Hui – Journal of University Teaching and Learning Practice, 2020
This study investigated the impact of thinking instruction on students' metacognition and thinking behavior. Higher-order thinking occurs when individuals use their underlying metacognitive strategies which increase the probability of achieving a desirable result. The study was designed as a case study of an intervention and a posttest-only…
Descriptors: Metacognition, Thinking Skills, Skill Development, Critical Thinking