Teachers’ metacognitive knowledge and the instruction of higher order thinking
نویسنده
چکیده
The purpose of the present study was to investigate teachers’ declarative metacognitive knowledge of higher order thinking skills. This was a qualitative study conducted within the educational setting of in-service science teachers’ courses. The main finding is that teachers’ intuitive (i.e., pre-instructional) knowledge of metacognition of thinking skills is unsatisfactory for the purpose of teaching higher order thinking in science classrooms. A general practical implication of this study is that courses which prepare teachers for instruction of higher order thinking should address extensively the issue of metacognition of thinking skills. ( 1999 Elsevier Science Ltd. All rights reserved.
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