Computer‐using students: Working in a metacognitive environment?

Abstract

Advocates of the use of computers as learning tools in education suggest that ‘higher order’ thinking skills can be developed through such use. Perkins (1985) argues that these skills can only be developed when students are working in a metacognitive environment. Based on the methodology employed by Barnes & Todd (1977), the study reported here investigates metacognitive strategy use by a pair of students working with a computer database. Strategies are inferred from analysis of the discourse and features of a metacognitive environment are discussed.