1,301
Views
43
CrossRef citations to date
0
Altmetric
Research Reports

Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning

&
Pages 1657-1682 | Published online: 30 Jun 2009

References

  • Abd‐El‐Khalick , F. and Lederman , N. G. 2000 . Improving science teacher’ conceptions of nature of science: A critical review of the literature . International Journal of Science Education , 22 (7) : 665 – 701 .
  • Alberts , B. 2000 . “ Some thoughts on scientific inquiry ” . In Inquiring into inquiry learning and teaching in science , Edited by: Minstrell , J. and van Zee , E. H. 3 – 13 . Washington, DC : American Association for the Advancement of Science .
  • American Association for the Advancement of Science . 1990 . Science for all Americans , New York : Oxford University Press .
  • American Association for the Advancement of Science . 1993 . Benchmarks for science literacy Washington, DC
  • Bell , R. L. , Blair , L. M. , Crawford , B. A. and Lederman , N. G. 2003 . Just do it? Impact of science apprenticeship programmer on high school students’ understanding of the nature of science and scientific inquiry . Journal of Research in Science Teaching , 40 : 487 – 509 .
  • Bransford , J. D. , Sherwood , R. , Vye , N. and Reiser , J. 1986 . Teaching thinking and problem solving: Research foundations . American Psychologist , 41 : 1078 – 1089 .
  • Brown , A. L. , Bransford , J. D. , Ferrara , R. A. and Campione , J. C. 1983 . “ Learning, remembering and understanding ” . In Handbook of child pshycology: Vol 3. Cognitive Development , Edited by: Mussen , P. H. 77 – 155 . New York : Wiley .
  • Bybee , R. W. 2000 . “ Teaching science as inquiry ” . In Inquiring into inquiry learning and teaching in science , Edited by: Minstrell , J. and van Zee , E. H. 20 – 46 . Washington, DC : American Association for the Advancement of Science .
  • Cardelle‐Elawar , M. 1995 . Effects of teaching metacognitive skills to students with low mathematics ability . Teaching and Teacher Education , 8 : 109 – 121 .
  • Chen , Z. and Klahr , D. 1999 . All other thing being equal: Children’s acquisition of the control of variables strategy . Child Development , 70 : 1098 – 1120 .
  • Chinn , C. A. and Brewer , W. F. 1993 . The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction . Review of Educational Research , 63 : 1 – 49 .
  • Collins , A. and Stevens , A. 1993 . “ A cognitive theory of inquiry teaching ” . In Instructional design theories and models , Edited by: Reigeluth . 247 – 278 . Hillsdale, NJ : Erlbaum .
  • De Jong , T. and Van Joolingen , W. R. 1998 . Scientific discovery learning with computer simulations of conceptual domains . Review of Educational Research , 68 : 179 – 201 .
  • Duffy , T. M. and Cunningham , D. J. 1996 . “ Constructivism: Implications for the design and delivery of instruction ” . In Handbook of research for educational communications and technology , Edited by: Jonassen , D. H. 170 – 198 . New York : Simon Schuster Macmillan .
  • Dunbar , K. 1993 . Concept Discovery in a Scientific domain . Cognitive Science , 17 : 397 – 434 .
  • Edelson , D. C. , Gordin , D. N. and Pea , R. D. 1999 . Addressing the challenges of inquiry‐based learning through technology and curriculum design . The Journal of Learning Sciences , 8 (3&4) : 391 – 450 .
  • Gagne , E. D. , Yekovich , C. W. and Yekovich , F. R. 1993 . The cognitive psychology of school learning , New York : Harper Collins .
  • Germann , P. J. , Aram , R. , Odom , A. L. and Burke , G. 1996 . Student performance on asking questions, identifying variables and formulating hypotheses . School Science and Mathematics , 96 (4) : 192 – 201 .
  • Gott , R. and Duggan , S. 1995 . Investigative work in the science curriculum , Bristol, PA : Open University Press .
  • Gott , R. , Duggan , S. and Johnson , P. 1999 . What do practicing applied scientists do and what are the implications for science education? . Journal of Research in Science and Technology Education , 17 : 97 – 107 .
  • Harmon , M. , Smith , T. A. , Martin , M. O. , Kelly , O. L. , Beaton , A. E. , Mullis , I. V. S. , Gonzalez , E. J. and Orpwood , G. 1997 . Performance assessment in IEA’s Third International Mathematics and Science Study (TIMSS) , Chestnut Hill, MA : Center for Study of Testing, Evaluation and Educational Policy, Boston College .
  • Jones , M. and Gott , R. 1998 . Cognitive acceleration through science education: Alternative perspectives . International Journal of Science Education , 20 : 755 – 768 .
  • Keys , C. W. and Bryan , L. A. 2000 . Co‐constructing inquiry based science with teachers: Essential research for lasting reform . Journal of Research in Science Teaching , 38 (6) : 631 – 645 .
  • Klahr , D. 2000 . Exploring science: The cognition and development of discovery processes , Cambridge, MA : MIT Press .
  • Klahr , D. and Dunbar , K. 1988 . Dual space search during scientific reasoning . Cognitive Science , 12 : 1 – 48 .
  • Klahr , D. , Fay , A. and Dunbar , K. 1993 . Heuristics for scientific experimentation: A developmental study . Cognitive Psychology , 25 : 111 – 146 .
  • Klopfer , L. E. 1969 . The teaching of science and the history of science . Journal of Research in Science Teaching , 6 : 87 – 95 .
  • Koslowski , B. 1996 . Theory and evidence. The development of scientific reasoning , Cambridge, MA : MIT Press .
  • Kramarski , B. , Mevarech , Z. R. and Arami , M. 2002 . The effects of metacognitive instruction on solving mathematical authentic tasks . Educational Studies in Mathematics , 49 : 225 – 250 .
  • Kuhn , D. 1989 . Children and adults as intuitive scientists . Psychological Review , 96 : 674 – 689 .
  • Kuhn , D. 1999 . “ Metacognitive development ” . In Child psychology, a handbook of contemporary issues , Edited by: Balter , L. and Tamis‐LeMonda , C. S. Ann Arbor, MI : Taylor and Francis .
  • Kuhn , D. 2000 . “ Why development does (and doesn’t) occur: Evidence from the domain of Inductive reasoning ” . In Mechanisms of cognitive development: Neural and behavioral perspectives , Edited by: Siegler , R. and McClelland , J. Mahwah, NJ : Erlbaum .
  • Kuhn , D. 2001a . How do people know? . Psychological Science , 12 : 1 – 8 .
  • Kuhn , D. 2001b . “ Theory of mind, metacognition and reasoning: A life‐span perspective ” . In Metacognition in learning and instruction , Edited by: Hartman , H. 301 – 326 . Dordrecht, The Netherlands : Kluwer .
  • Kuhn , D. 2002 . “ What is scientific thinking and how does it develop? ” . In The Blackwell handbook of childhood cognitive development , Edited by: Goswami , U. Oxford, , UK : Blackwell .
  • Kuhn , D. , Amsel , E. and O’Loughlin , M. 1988 . The development of scientific thinking skills , London : Academic Press .
  • Kuhn , D. , Garcia‐Mila , M. , Zohar , A. and Anderson , C. 1995 . Strategies of knowledge acquisition . Monographs of the Society for Research in Child Development , 60 (4) : 1 – 128 .
  • Kuhn , D. , Schauble , L. and Garcia‐Mila , M. 1992 . Cross‐domain development of scientific reasoning . Cognition and Instruction , 9 (4) : 285 – 327 .
  • Lederman , N. G. 1998 . The state of science education: Subject matter without context . Electronic Journal of Science Education , 3 (2) Retrieved October 30, 2007, from http://wolfweb.unr.edu/homepage/jcannon/ejse/lederman.html
  • Lederman , N. G. 2007 . “ Nature of science: Past, present, and future ” . In Handbook of research on science education , Edited by: Abell , S. and Lederman , N. Mahwah, NJ : Lawrence Erlbaum Associates .
  • Metz , K. 1985 . The development of children’s problem solving in a gears task: A problem space perspective . Cognitive Science , 9 : 431 – 472 .
  • Mevarech , Z. R. 1999 . Effects of metacognitive training embedded in cooperative settings on mathematical problem solving . Journal of Educational Research , 92 (4) : 195 – 205 .
  • Mevarech , Z. R. and Fridkin , S. . Who benefits from IMPROVE? The differential effects of IMPROVE on mathematical knowledge and reasoning . Paper presented at SIG16 Metacognition Conference . Cambridge, UK. July , Israel : School of Education, Bar‐Ilan University .
  • Mevarech , Z. R. and Kramarski , B. 1997 . IMPROVE: A multidimensional method for reaching mathematics in heterogeneous classrooms . American Educational Research Journal , 34 : 365 – 394 .
  • Millar , R. , Gott , R. , Lubben , F. and Duggan , S. 1996 . “ Children’s performance of investigative tasks in science: A framework for considering progression ” . In Progression in learning , Edited by: Hughes , M. 82 – 108 . Clevedon, UK : Multilingual Matters .
  • Millar , R. and Osborne , J. 1998 . Beyond 2000: Science education for the future , London : King’s College .
  • Murray , T. , Winship , L. and Stillings , N. 1998 . An inquiry based simulation learning environment for the ecology of forest growth Proposal to the Course, Curriculum and Laboratory Improvement Program, National Science Foundation
  • National Research Council . 1996 . National science education standards , Washington, DC : National Academy Press .
  • National Science Teachers Association . 1982 . Science–technology–society: Science education for the 1980s , Washington, DC : Author .
  • Njoo , M. and De Jong , T. 1993 . Exploratory learning with a computer simulation for control theory: Learning processes and instructional support . Journal of Research in Science Teaching , 30 : 821 – 844 .
  • Nuffield Curriculum Center . 2002 . 21st century science Nuffield Curriculum Center, University of York, Science Education Group. Retrieved July 8, 2005, from http://www.21stcenturyscience.org/newmodel/index.asp
  • Piaget , J. [1948] 1974 . To understand is to invent: The future of education , New York : Viking .
  • Prince , G. S. Jr. and Kelly , N. 1996 . “ Hampshire college as a model for science education ” . In Student active science: Models of innovation in college science teaching , Edited by: McNeal , A. P. and D’Avanzo , C. 49 – 58 . Philadelphia : Sauders Publishing .
  • Qualifications and Curriculum Authority . 2005 . Science for public understanding Retrieved July 30, 2007, from http://www.qca.org.uk/index.html
  • Raudenbush , S. W. , Rowan , B. and Cheong , Y. f. 1993 . Higher order instructional goals in secondary schools: Class, teacher and school influences . American Educational Research Journal , 30 (3) : 523 – 553 .
  • Roberts , R. 2001 . Procedural understanding in biology: The ‘thinking behind the doing’ . Journal of Biological Education , 35 (3) : 113 – 117 .
  • Roberts , R. and Gott , R. 1999 . Procedural understanding: Its place in the biology curriculum . School Science Review , 81 : 19 – 25 .
  • Roberts , R. and Gott , R. 2000 . Procedural understanding in biology: How is it characterized in texts? . School Science Review , 82 : 83 – 91 .
  • Rogoff , B. 1990 . Apprenticeship in thinking: Cognitive development in social context , New York : Oxford University Press .
  • Rogoff , B. 1994 . Developing understanding of the idea of communities of learners . Mind, Culture and Activity , 1 : 209 – 229 .
  • Rop , C. J. 2003 . Spontaneous inquiry questions in high school chemistry classrooms: Perceptions of a group of motivated learners . International Journal of Science Education , 25 : 13 – 33 .
  • Ross , J. A. 1988 . Controlling variables: A meta‐analysis of studies . Review of Educational Research , 58 (4) : 405 – 437 .
  • Salomon , G. and Perkins , D. N. 1989 . Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon . Educational Psychologist , 24 (2) : 113 – 142 .
  • Schwab , J. J. 1963 . Biology teachers’ handbook , New York : Wiley .
  • Siegler , R. S. 1996 . Emerging minds: The process of change in children’s thinking , New York : Oxford University Press .
  • Siegler , R. S. and Jenkins , R. 1989 . How children discover new strategies , Hillsdale, NJ : Erlbaum .
  • Tabak , I. , Smith , B. K. , Sandoval , W. A. and Reiser , B. J. . Combining general and domain‐specific strategic support for biological inquiry . Paper presented at the ITS’96 Conference . Montreal, Canada.
  • Tamir , P. , Nussinovitz , R. and Friedler , Y. 1982 . The design and use of practical tests assessment inventory . Journal of Biological Education , 16 : 45 – 50 .
  • Teong , S. K. 2003 . The effect of metacognitive training on mathematical word‐problem solving . Journal of Computer Assisted Learning , 19 (1) : 46 – 55 .
  • Toth , E. E. , Klahr , D. and Chen , Z. 2000 . Bridging research and practice: A cognitively based classroom intervention for teaching experimentation skills to elementary school children . Cognition and instruction , 18 (4) : 423 – 459 .
  • Van Joolingen , W. R. and De Jong , T. 1996 . Design and implementation of simulation‐based discovery environments: the SMISLE solution . Journal of Artificial Intelligence and Education , 7 : 253 – 277 .
  • Vygotsky , L. S. [1934] 1986 . Thought and language , (Rev. ed.) , Cambridge, MA : MIT Press .
  • Vygotsky , L. S. 1978 . Mind in society: The development of higher mental processes , Edited by: Cole , M. , John‐Steiner , V. , Scribner , S. and Souberman , E. Cambridge, MA : Harvard University Press . (Original work published 1930, 1933, 1935)
  • Warburton , E. and Torff , B. 2005 . The effect of perceived learner advantages on teachers’ beliefs about critical‐thinking activities . Journal of Teacher Education , 56 : 24 – 33 .
  • White , B. Y. and Frederiksen , J. R. 1986 . “ Intelligent tutoring systems based upon qualitative model evolutions ” . In Proceedings of AAAI‐86 , 313 – 319 . American Association for Artificial Intelligence, Philadelphia, PA: MIT Press .
  • White , B. Y. and Frederiksen , J. R. 1995 . The thinker tools inquiry project: Making scientific inquiry accessible to students and teachers , Berkeley, CA : School of Education, University of California at Berkeley . (Causal Models Research Group Report CM‐95‐02)
  • White , B. Y. and Frederiksen , J. R. 1998 . Inquiry, modeling and metacognition: Making science accessible to all students . Cognition and Instruction , 16 (1) : 3 – 118 .
  • White , B. Y. and Frederiksen , J. R. 2000 . “ Metacognitive facilitation: An approach to making scientific inquiry accessible to all ” . In Inquiry into inquiry learning and teaching in science , Edited by: Minstrell , J. L. and Van‐Zee , E. H. 331 – 370 . Washington, DC : American Association for the Advancement of Science .
  • Zimmerman , C. 2000 . The development of scientific reasoning skills . Developmental Review , 20 : 99 – 149 .
  • Zohar , A. 2004 . Higher order thinking in science classrooms: Students’ learning and teachers’ professional development , Dordrecht, The Netherlands : Kluwer .
  • Zohar , A. and Ben‐David , A. 2008a . Explicit teaching of meta‐strategic knowledge in authentic classroom situations . Metacognition and Learning , 3 : 59 – 82 .
  • Zohar , A. and Ben‐David , A. 2008b . Explicit teaching of meta‐strategic knowledge: Examining the process of change (manuscript submitted for review)
  • Zohar , A. and Ben‐David , A. 2008c . A conceptual analysis of meta‐strategic knowledge: A specific case and general model (manuscript submitted for review)
  • Zohar , A. , Vaaknin , E. and Degani , A. 2001 . Teachers’ beliefs about low achieving students and higher order thinking . Teaching and Teachers’ Education , 17 : 469 – 485 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.