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Article: Metacognitive strategies that enhance critical thinking

TitleMetacognitive strategies that enhance critical thinking
Authors
KeywordsCritical thinking
Individual difference
Metacognition
Metacognitive strategies
Think aloud method
Issue Date2010
PublisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-10030-70-52589151-0,00.html?changeHeader=true
Citation
Metacognition And Learning, 2010, v. 5 n. 3, p. 251-267 How to Cite?
AbstractThe need to cultivate students' use of metacognitive strategies in critical thinking has been emphasized in the related literature. The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with comparable cognitive ability, thinking disposition and academic achievement but with different levels of critical thinking performance participated in the study (five in the high-performing group and five in the low-performing group). They were tested on six thinking tasks using think-aloud procedures. Results showed that good critical thinkers engaged in more metacognitive activities, especially high-level planning and high-level evaluating strategies. The importance of metacognitive knowledge as a supporting factor for effective metacognitive regulation was also revealed. The contribution of metacognitive strategies to critical thinking and implications for instructional practice are discussed. © 2010 Springer Science + Business Media, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/138103
ISSN
2015 Impact Factor: 2.4
2015 SCImago Journal Rankings: 1.847
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKu, KYLen_HK
dc.contributor.authorHo, ITen_HK
dc.date.accessioned2011-08-26T14:40:24Z-
dc.date.available2011-08-26T14:40:24Z-
dc.date.issued2010en_HK
dc.identifier.citationMetacognition And Learning, 2010, v. 5 n. 3, p. 251-267en_HK
dc.identifier.issn1556-1623en_HK
dc.identifier.urihttp://hdl.handle.net/10722/138103-
dc.description.abstractThe need to cultivate students' use of metacognitive strategies in critical thinking has been emphasized in the related literature. The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with comparable cognitive ability, thinking disposition and academic achievement but with different levels of critical thinking performance participated in the study (five in the high-performing group and five in the low-performing group). They were tested on six thinking tasks using think-aloud procedures. Results showed that good critical thinkers engaged in more metacognitive activities, especially high-level planning and high-level evaluating strategies. The importance of metacognitive knowledge as a supporting factor for effective metacognitive regulation was also revealed. The contribution of metacognitive strategies to critical thinking and implications for instructional practice are discussed. © 2010 Springer Science + Business Media, LLC.en_HK
dc.languageengen_US
dc.publisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-10030-70-52589151-0,00.html?changeHeader=trueen_HK
dc.relation.ispartofMetacognition and Learningen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.subjectCritical thinkingen_HK
dc.subjectIndividual differenceen_HK
dc.subjectMetacognitionen_HK
dc.subjectMetacognitive strategiesen_HK
dc.subjectThink aloud methoden_HK
dc.titleMetacognitive strategies that enhance critical thinkingen_HK
dc.typeArticleen_HK
dc.identifier.emailHo, IT:itfho@hkucc.hku.hken_HK
dc.identifier.authorityHo, IT=rp00556en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11409-010-9060-6en_HK
dc.identifier.scopuseid_2-s2.0-78649694950en_HK
dc.identifier.hkuros191067en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78649694950&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume5en_HK
dc.identifier.issue3en_HK
dc.identifier.spage251en_HK
dc.identifier.epage267en_HK
dc.identifier.isiWOS:000287459300002-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridKu, KYL=26040841900en_HK
dc.identifier.scopusauthoridHo, IT=8104635500en_HK
dc.identifier.citeulike7773714-

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