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Identifying a taxonomy for the emergence of metacognition in young learners
journal contribution
posted on 2014-07-23, 00:00 authored by Margaret Chris Perry, Ian BallThis paper details a study of upper primary (elementary) students’ thinking as they go about solving a problem, presented in an innovative computer program. Student responses to a metacognitive probe question reveal levels of responses that can be classified because of their shared quality. A thematic analysis was conducted with the initial classifications being based on theoretically derived categories from the metacognitive literature. These classifications were subsequently ordered into a taxonomy of hierarchical progression towards metacognition. Results in this instance indicated that less than 20% of these upper primary students showed they were capable of operating at a metacognitive level.
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Journal
Journal of education and trainingVolume
1Issue
2Pagination
289 - 301Publisher
Macrothink InstituteLocation
Las Vegas, NevadaPublisher DOI
ISSN
2330-9709Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2014, Macrothink InstituteUsage metrics
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