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Manifestations of metacognitive activity during the collaborative planning of chemistry practical investigations
International Journal of Science Education
This paper elaborates a process followed to characterise manifestations of cognitive regulation during the collaborative planning of chemistry practical investigations. Metacognitive activity was defined as the demonstration of planning, monitoring, control and evaluation of cognitive activities by students while carrying out the chemistry task. Inherent in collaborative learning is the social aspect of metacognition, which in this study was evidenced in social cognitive regulation (notably ofdoi:10.1080/09500693.2017.1336808 fatcat:bkse657nw5c4jgq3j7izu43fra