The effect of metacognitive strategies on subsequent participation in the middle school science classroom
Metacognitive activities allow students to monitor the way in which they think, which encourages sustained thinking about science concepts. Teachers can sanction procedures that allow students to articulate the thinking process which in turn may foster greater voluntary participation. Research has s...
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| Format: | Others |
| Language: | en_US |
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2006
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| Online Access: | http://hdl.handle.net/10057/276 |