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Direct linkMolenaar, Inge; Sleegers, Peter; van Boxtel, Carla – Metacognition and Learning, 2014
This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control…
Descriptors: Scaffolding (Teaching Technique), Cooperative Learning, Metacognition, Control Groups
Tok, Sükran – Metacognition and Learning, 2013
This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders' mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public…
Descriptors: Instructional Effectiveness, Learning Strategies, Grade 6, Mathematics Achievement
Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian – Metacognition and Learning, 2012
The current research examined the effects of a critical thinking (CT) e-learning course taught through argument mapping (AM) on measures of CT ability. Seventy-four undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week…
Descriptors: Learning Motivation, Testing, Electronic Learning, Control Groups
