How can teachers support students in planning, monitoring and evaluating their learning?
Research conducted in 13/14-year-old classrooms sought to evaluate if instructional intervention, aimed at improving metacognitive skills, resulted in changes to students’ metacognition, motivation, learning, and future learning in the classroom.
The study investigated the effects of direct instruction of metacognitive strategies on science learning, transfer, and motivation in secondary school students.
“… that students’ knowledge of metacognitive skills can be improved through direct instruction and practice” (Zepeda et al., 2015).
