An Analytical Literature Review of the Effects of Metacognitive Teaching Strategies in Primary and Secondary Student Populations

Arthur K. Ellis ； John B. Bond ； David W. Denton

《Asia Pacific Journal of Educational Development （APJED）》 1卷1期 (2012/06) Pp. 9-23

https://doi.org/10.6228/APJED.01.01.02

並列摘要

Metacognition has been an area of interest to educational researchers for more than 40 years. A large body of literature exists on this topic, both theoretical and empirical. However, there are few studies that summarize specific instructional practices for improving students' capacity for metacognitive thinking. Similarly, there is a dearth of evidence showing how specific practices are implemented to affect student achievement. This study remediates gaps in these areas by identifying instructional approaches that promote metacognitive thinking in primary and secondary student populations using analytical literature review methods. Educational textbooks were examined for keywords associated with metacognition. Five terms were identified, including metacognition, strategy, planning, monitoring, and evaluating. These terms were then used to conduct searches in the Educational Resources Information Center database. Search criteria included peer reviewed empirical studies with primary and secondary student populations. Studies involving postsecondary students and electronic learning environments were excluded. Thirteen studies were found. These studies were organized into categories using analytical coding procedures. Results were compiled into three summaries. The first summary identifies features of the learning environment which foster metacognitive strategy use, such as an engaging curriculum and supportive instruction. The second summary identifies specific metacognitive strategies, such as modeling, mnemonics, and semantic webs. The third summary describes specific instructional practices for teaching metacognitive strategy use by classroom practitioners. Implications of the findings are discussed and suggestions for future research are identified.

並列關鍵字

metacognition ； strategy ； planning ； monitoring ； evaluating ； reflective assessment