-
2
-
-
84963182726
-
-
Artzt, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137-175.
-
-
-
-
3
-
-
0002903460
-
Metacognition, comprehension monitoring, and the adult reader
-
Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1(12), 3-38.
-
(1989)
Educational Psychology Review
, vol.1
, Issue.12
, pp. 3-38
-
-
Baker, L.1
-
4
-
-
0040334237
-
Improving thinking skills-defining the problem
-
Beyer, B. K. (1984). Improving thinking skills-defining the problem. Phi Delta Kappan, 65, 486-490.
-
(1984)
Phi Delta Kappan
, vol.65
, pp. 486-490
-
-
Beyer, B.K.1
-
5
-
-
43049152940
-
Exploring the structure of the watson-glaser critical thinking appraisal: One scale or many subscales?
-
Bernard, R. M., Zhang, D., Abrami, P. C., Sicoly, F., Borokhovski, E., & Surkes, M. A. (2008). Exploring the structure of the watson-glaser critical thinking appraisal: one scale or many subscales? Thinking Skills and Creativity, 3, 15-22.
-
(2008)
Thinking Skills and Creativity
, vol.3
, pp. 15-22
-
-
Bernard, R.M.1
Zhang, D.2
Abrami, P.C.3
Sicoly, F.4
Borokhovski, E.5
Surkes, M.A.6
-
6
-
-
33748543186
-
Teaching students to think critically
-
Black, S. (2005). Teaching students to think critically. The Education Digest, 70(6), 42-47.
-
(2005)
The Education Digest
, vol.70
, Issue.6
, pp. 42-47
-
-
Black, S.1
-
7
-
-
0004134359
-
-
Washington: National Academy Press
-
Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience, and school. Washington: National Academy Press.
-
(1999)
How People Learn: Brain, Mind, Experience, and School
-
-
Bransford, J.1
Brown, A.2
Cocking, R.3
-
9
-
-
84965937675
-
Metacognition and giftedness: The state of the relationship
-
Cheng, P. (1993). Metacognition and giftedness: the state of the relationship. The Gifted Child Quarterly, 37(3), 105-115.
-
(1993)
The Gifted Child Quarterly
, vol.37
, Issue.3
, pp. 105-115
-
-
Cheng, P.1
-
10
-
-
77954688994
-
Teacher perceptions of critical thinking among students and its influence on higher education
-
Choy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198-206.
-
(2009)
International Journal of Teaching and Learning in Higher Education
, vol.20
, Issue.2
, pp. 198-206
-
-
Choy, S.C.1
Cheah, P.K.2
-
11
-
-
4544328910
-
Analysing cognitive learning processes through group interviews of successful high school pupils: Development and use of a model
-
Dahl, B. (2004). Analysing cognitive learning processes through group interviews of successful high school pupils: development and use of a model. Educational Studies in Mathematics, 56(2/3), 129-155.
-
(2004)
Educational Studies in Mathematics
, vol.56
, Issue.2-3
, pp. 129-155
-
-
Dahl, B.1
-
13
-
-
0035373976
-
The effects of social cues on confidence judgments mediated by knowledge and regulation of cognition
-
de Carvalho, M. K., & Yuzawa, M. (2001). The effects of social cues on confidence judgments mediated by knowledge and regulation of cognition. The Journal of Experimental Education, 69, 325-343.
-
(2001)
The Journal of Experimental Education
, vol.69
, pp. 325-343
-
-
de Carvalho, M.K.1
Yuzawa, M.2
-
14
-
-
0040746584
-
Metacognition and mathematical problem solving in grade 3
-
Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34, 435-450.
-
(2001)
Journal of Learning Disabilities
, vol.34
, pp. 435-450
-
-
Desoete, A.1
Roeyers, H.2
Buysse, A.3
-
15
-
-
56849118783
-
Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation
-
Efklides, A. (2008). Metacognition: defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277-287.
-
(2008)
European Psychologist
, vol.13
, Issue.4
, pp. 277-287
-
-
Efklides, A.1
-
16
-
-
21344432264
-
The expert learner: Strategic, self-regulated, and reflective
-
Ertmer, P. A., & Newby, T. J. (1996). The expert learner: strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
-
(1996)
Instructional Science
, vol.24
, pp. 1-24
-
-
Ertmer, P.A.1
Newby, T.J.2
-
17
-
-
85008848744
-
Emergent metacognition: A study of preschoolers' literate behavior
-
Fang, Z., & Cox, B. E. (1999). Emergent metacognition: a study of preschoolers' literate behavior. Journal of Research in Childhood Education, 13, 175-188.
-
(1999)
Journal of Research in Childhood Education
, vol.13
, pp. 175-188
-
-
Fang, Z.1
Cox, B.E.2
-
18
-
-
33744781376
-
Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry
-
Flavell, J. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
-
(1979)
American Psychologist
, vol.34
, pp. 906-911
-
-
Flavell, J.1
-
19
-
-
0001856004
-
Speculations about the nature and development of metacognition
-
F. E. Weinerty and R. H. Kluwe (Eds.), Hillsdale: Erlbaum
-
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinerty & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21-29). Hillsdale: Erlbaum.
-
(1987)
Metacognition, Motivation, and Understanding
, pp. 21-29
-
-
Flavell, J.H.1
-
20
-
-
0032042223
-
Teaching critical thinking across domains: Dispositions, skills, structure training, and metacognitive monitoring
-
Halpern, D. F. (1998). Teaching critical thinking across domains: dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.
-
(1998)
American Psychologist
, vol.53
, Issue.4
, pp. 449-455
-
-
Halpern, D.F.1
-
21
-
-
77954689720
-
Assessing the effect of high school lessons in thinking skills
-
High, M. H. (1991). Assessing the effect of high school lessons in thinking skills. High School Journal, 75(1), 34-39.
-
(1991)
High School Journal
, vol.75
, Issue.1
, pp. 34-39
-
-
High, M.H.1
-
22
-
-
35549011683
-
Metacognitive assessment strategies
-
Israel, S. E., Bauserman, K. L., & Block, C. C. (2005). Metacognitive assessment strategies. Thinking Classroom, 6(2), 21-29.
-
(2005)
Thinking Classroom
, vol.6
, Issue.2
, pp. 21-29
-
-
Israel, S.E.1
Bauserman, K.L.2
Block, C.C.3
-
23
-
-
84993813059
-
Toward a new classification of non experimental quantitative research
-
Johnson, B. (2001). Toward a new classification of non experimental quantitative research. Educational Researcher, 30, 3-13.
-
(2001)
Educational Researcher
, vol.30
, pp. 3-13
-
-
Johnson, B.1
-
24
-
-
4243145326
-
Critical thinking in general chemistry
-
Kogut, L. S. (1996). Critical thinking in general chemistry. Journal of Chemical Education, 73(3), 218.
-
(1996)
Journal of Chemical Education
, vol.73
, Issue.3
, pp. 218
-
-
Kogut, L.S.1
-
25
-
-
0036762146
-
A revision of bloom's taxonomy: An overview
-
Krathwohl, D. R. (2002). A revision of bloom's taxonomy: an overview. Theory into Practice, 41(4), 212-218.
-
(2002)
Theory into Practice
, vol.41
, Issue.4
, pp. 212-218
-
-
Krathwohl, D.R.1
-
26
-
-
11044224351
-
Metacognition: A bridge between cognitive psychology and educational practice
-
Kuhn, D., & Dean, D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-274.
-
(2004)
Theory into Practice
, vol.43
, Issue.4
, pp. 268-274
-
-
Kuhn, D.1
Dean, D.2
-
27
-
-
77954690068
-
Reading strategy, amount of writing, metacognition, metamemory, and apprehension as predictors of English written proficiency
-
Magno, C. (2008). Reading strategy, amount of writing, metacognition, metamemory, and apprehension as predictors of English written proficiency. Asian EFL Journal, 29, 15-48.
-
(2008)
Asian EFL Journal
, vol.29
, pp. 15-48
-
-
Magno, C.1
-
28
-
-
72849122218
-
-
Magno, C. (2009). Investigating the effect of school ability on self-efficacy, learning approaches, and metacogntion. The Asia-Pacific Education Researcher, 18(2), 233-244.
-
-
-
-
29
-
-
77954689303
-
Self-regulation, self-efficacy, metacognition, and achievement goals in high school and college adolescents
-
Magno, C., & Lajom, J. (2008). Self-regulation, self-efficacy, metacognition, and achievement goals in high school and college adolescents. Philippine Journal of Psychology, 41, 1-23.
-
(2008)
Philippine Journal of Psychology
, vol.41
, pp. 1-23
-
-
Magno, C.1
Lajom, J.2
-
30
-
-
77954689998
-
Looking at early adolescents' temperament dimensions and metacognition
-
Magno, C., Tangco, N., Cabangon, M., & Crisostomo, F. (2008). Looking at early adolescents' temperament dimensions and metacognition. Philippine Journal of Psychology, 41, 55-75.
-
(2008)
Philippine Journal of Psychology
, vol.41
, pp. 55-75
-
-
Magno, C.1
Tangco, N.2
Cabangon, M.3
Crisostomo, F.4
-
32
-
-
84973837793
-
An evaluation by a panel ofpsychologists of the reliability and validity of two tests of critical thinking
-
Modjeski, R. B., & Michael, W. B. (1983). An evaluation by a panel ofpsychologists of the reliability and validity of two tests of critical thinking. Educational and Psychological Measurement, 43(4), 1187-1197.
-
(1983)
Educational and Psychological Measurement
, vol.43
, Issue.4
, pp. 1187-1197
-
-
Modjeski, R.B.1
Michael, W.B.2
-
33
-
-
7544242515
-
Investigating the validity of a locally developed critical thinking test
-
Moss, P. A., & Kozdiol, S. M. (1991). Investigating the validity of a locally developed critical thinking test. Educational Measurement Issues and Practice, 10(3), 17-22.
-
(1991)
Educational Measurement Issues and Practice
, vol.10
, Issue.3
, pp. 17-22
-
-
Moss, P.A.1
Kozdiol, S.M.2
-
34
-
-
0001866796
-
A content analysis method to measure critical thinking in face-to-face and computer supported group learning
-
Newman, D. R., Webb, B., & Cochrane, C. (1995). A content analysis method to measure critical thinking in face-to-face and computer supported group learning. Interpersonal Computing and Technology, 3(2), 56-77.
-
(1995)
Interpersonal Computing and Technology
, vol.3
, Issue.2
, pp. 56-77
-
-
Newman, D.R.1
Webb, B.2
Cochrane, C.3
-
35
-
-
84943773384
-
The teaching of thinking and problem solving
-
R. J. Sternberg (Ed.), San Diego: Academic
-
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 121-132). San Diego: Academic.
-
(1994)
Thinking and Problem Solving
, pp. 121-132
-
-
Nickerson, R.S.1
-
36
-
-
77954690010
-
Moderating language and number of mathematical operations in the relationship between problem solving scores and learning strategies
-
Ong, P., Liao, V., & Alimon, R. (2009). Moderating language and number of mathematical operations in the relationship between problem solving scores and learning strategies. TESOL Journal, 1, 58-78.
-
(2009)
TESOL Journal
, vol.1
, pp. 58-78
-
-
Ong, P.1
Liao, V.2
Alimon, R.3
-
37
-
-
27744581675
-
The effect of an earth-science learning program on students' scientific thinking skills
-
Orion, N., & Kali, Y. (2005). The effect of an earth-science learning program on students' scientific thinking skills. Journal of Geoscience Education, 53, 387-394.
-
(2005)
Journal of Geoscience Education
, vol.53
, pp. 387-394
-
-
Orion, N.1
Kali, Y.2
-
38
-
-
85080815146
-
How metacognition can promote academic learning and instruction
-
B. F. Jones and L. Idol (Eds.), Hillsdale: Erlbaum
-
Paris, S., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale: Erlbaum.
-
(1990)
Dimensions of Thinking and Cognitive Instruction
, pp. 15-51
-
-
Paris, S.1
Winograd, P.2
-
40
-
-
0036762413
-
The role of metacognitive knowledge in learning, teaching, and assessing
-
Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
-
(2002)
Theory into Practice
, vol.41
, Issue.4
, pp. 219-225
-
-
Pintrich, P.1
-
41
-
-
0003029353
-
Assessing metacognition and self-regulated learning
-
G. Schraw and J. Impara (Eds.), Lincoln: Buros Institute of Mental Measurements
-
Pintrich, P. R., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoln: Buros Institute of Mental Measurements.
-
(2000)
Issues in the Measurement of Metacognition
, pp. 43-97
-
-
Pintrich, P.R.1
Wolters, C.2
Baxter, G.3
-
42
-
-
21144468083
-
Self-regulated learning: The interactive influences of metacognitive awareness and goals setting
-
Ridley, D. S., Schults, P. A., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: the interactive influences of metacognitive awareness and goals setting. Journal of Experimental Education, 60, 293-306.
-
(1992)
Journal of Experimental Education
, vol.60
, pp. 293-306
-
-
Ridley, D.S.1
Schults, P.A.2
Glanz, R.S.3
Weinstein, C.E.4
-
44
-
-
0001286188
-
Episodes and executive decisions in mathematical problem solving
-
R. Lesh and M. Landau (Eds.), New York: Academic
-
Schoenfeld, A. H. (1983). Episodes and executive decisions in mathematical problem solving. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp. 345-395). New York: Academic.
-
(1983)
Acquisition of Mathematics Concepts and Processes
, pp. 345-395
-
-
Schoenfeld, A.H.1
-
45
-
-
0042681026
-
Making sense of "out loud" problem-solving protocols
-
Schoenfeld, A. H. (1985). Making sense of "out loud" problem-solving protocols. The Journal of Mathematical Behavior, 4, 171-191.
-
(1985)
The Journal of Mathematical Behavior
, vol.4
, pp. 171-191
-
-
Schoenfeld, A.H.1
-
46
-
-
85068071049
-
What's all the fuss about metacognition?
-
A. H. Schoenfeld (Ed.), Hillsdale: Lawrence Erlbaum Associates, Inc
-
Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale: Lawrence Erlbaum Associates, Inc.
-
(1987)
Cognitive Science and Mathematics Education
, pp. 189-215
-
-
Schoenfeld, A.H.1
-
48
-
-
65049088498
-
Knowledge and thought: An introduction to critical thinking
-
Schroyens, W. (2005). Knowledge and thought: an introduction to critical thinking. Experimental Psychology, 52(2), 163-164.
-
(2005)
Experimental Psychology
, vol.52
, Issue.2
, pp. 163-164
-
-
Schroyens, W.1
-
49
-
-
0033137472
-
A comparison of cognitive load associated with discovery learning and worked examples
-
Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334-341.
-
(1999)
Journal of Educational Psychology
, vol.91
, Issue.2
, pp. 334-341
-
-
Tuovinen, J.E.1
Sweller, J.2
-
50
-
-
0033478902
-
Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise
-
Veenman, M. V. J., & Elshout, J. J. (1999). Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education, 15, 509-523.
-
(1999)
European Journal of Psychology of Education
, vol.15
, pp. 509-523
-
-
Veenman, M.V.J.1
Elshout, J.J.2
-
54
-
-
59849128111
-
The development of two observational tools for assessing metacognition and self-regulated learning in young children
-
Whitebread, D., et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition Learning, 4, 63-85.
-
(2009)
Metacognition Learning
, vol.4
, pp. 63-85
-
-
Whitebread, D.1
-
55
-
-
0040042133
-
Cognitive perspectives in psychology
-
D. H. Jonassen (Ed.), New York: Simon & Schuster MacMillan
-
Winn, W., & Snyder, D. (1996). Cognitive perspectives in psychology. In D. H. Jonassen (Ed.), Handbook of research for educational communication and technology (pp. 112-142). New York: Simon & Schuster MacMillan.
-
(1996)
Handbook of Research for Educational Communication and Technology
, pp. 112-142
-
-
Winn, W.1
Snyder, D.2
-
56
-
-
72449199089
-
Exploratory and confirmatory factor analysis of the metacognition scale for primary school students
-
Yildiz, E., Akpinar, E., Tatar, N., & Ergin, O. (2009). Exploratory and confirmatory factor analysis of the metacognition scale for primary school students. Educational Sciences: theory and practice, 9(3), 1591-1604.
-
(2009)
Educational Sciences: Theory and Practice
, vol.9
, Issue.3
, pp. 1591-1604
-
-
Yildiz, E.1
Akpinar, E.2
Tatar, N.3
Ergin, O.4
|