Pre-service and In-service Teachers' Metacognitive Knowledge of Learning Strategies.

ABSTRACT: Research in cognitive psychology has suggested that difficulties are often desirable for learning: learning strategies that create difficulties for learners during practice often produce durable learning. Prominent examples of effective learning strategies that introduce desirable difficulties are testing as a means of learning, spacing study sessions over time, and interleaving practice of different topics. Previous research has suggested that, generally, undergraduates' metacognitive knowledge about the effectiveness of these learning strategies is inaccurate. The goal of the current study was to extend the examination of metacognitive knowledge of learning strategies to pre-service and in-service teachers, and further examine whether teachers' metacognitive knowledge is related to their

SUBMITTER: Halamish V 

PROVIDER: S-EPMC6238295 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature