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Fostering metacognitive awareness among teachers: implications for the Nigerian school system created by Jolly Okoza.

By: Contributor(s): Material type: TextTextSeries: Africa Education Review ; Volume 11, number 4,Pretoria UNISA Press 2014Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 18146627
Subject(s): Online resources: Summary: This article focused on the concept of metacognition. Some theoretical models of metacognition were discussed to provide a general framework to understand the relationship between the different aspects or components of this phenomenon. The study also looked at five metacognitive strategies that enhance learning in schools, namely: (1) graphic organizers; (2) metacognitive scaffolding; (3) reciprocal teaching; (4) explicit instruction; and (5) collaborative learning. The work also briefly highlighted the problems of metacognitive strategies used in Nigerian schools. We noted that all learners do not engage spontaneously in metacognitive thinking unless they are explicitly encouraged to do so through carefully designed instructional activities. The study therefore recommended effective practice of scaffolded instruction on metacognitive strategies use in Nigerian schools and other countries in the world.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections L81.A33 AFR (Browse shelf(Opens below)) Vol.11, No.4, pages 614-637 Not for loan For in-house only

This article focused on the concept of metacognition. Some theoretical models of metacognition were discussed to provide a general framework to understand the relationship between the different aspects or components of this phenomenon. The study also looked at five metacognitive strategies that enhance learning in schools, namely: (1) graphic organizers; (2) metacognitive scaffolding; (3) reciprocal teaching; (4) explicit instruction; and (5) collaborative learning. The work also briefly highlighted the problems of metacognitive strategies used in Nigerian schools. We noted that all learners do not engage spontaneously in metacognitive thinking unless they are explicitly encouraged to do so through carefully designed instructional activities. The study therefore recommended effective practice of scaffolded instruction on metacognitive strategies use in Nigerian schools and other countries in the world.

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