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Metacognition in chemical education: question posing in the case-based computerized learning environment
2008
Instructional Science
Posing questions about an article might improve one's knowledge-a cognitive function, or monitor one's thought processes-a metacognitive function. This study focuses on guided question posing while using a metacognitive strategy by 12th grade honors chemistry students. We investigated the ways by which the metacognitive strategy affected students' skills to pose complex questions and to analyze them according to a specially designed taxonomy. Our learning unit, Case-based computerized
doi:10.1007/s11251-008-9054-9
fatcat:jf2euz3cxffo7onowq7oyxrim4