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Direct linkMevarech, Zemira R.; Iddini, Vivian – Journal of Cognitive Education and Psychology, 2021
The purpose of the present study is to examine the effects of an intervention in which mathematics e-book (EB) activities were supported by metacognitive scaffolding on kindergarten children's mathematics knowledge and mathematics reasoning. Participants were 60 Israeli children who studied in three intact kindergarten classrooms in the Arab…
Descriptors: Mathematics Education, Knowledge Level, Thinking Skills, Electronic Publishing
Michalsky, Tova; Mevarech, Zemira R.; Haibi, Liora – Journal of Educational Research, 2009
The authors investigated effects of metacognitive instruction at different phases of reading scientific texts on elementary school students' scientific literacy and metacognitive awareness. In all, 108 Israeli 4th-grade students in 4 science classrooms read the same scientific texts and completed the same scientific tasks. From them, 3 treatment…
Descriptors: Control Groups, Elementary School Students, Metacognition, Scientific Literacy
Shamir, Adina; Mevarech, Zemira R.; Gida, Carmit – Metacognition and Learning, 2009
This study investigated the effectiveness of assessing young children's meta-cognition in different contexts (i.e., individual learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural meta-cognition in IL and PAL, TOM and language ability on children's cognitive performance…
Descriptors: Young Children, Cognitive Development, Kindergarten, Foreign Countries
Michalsky, Tova; Zion, Michal; Mevarech, Zemira R. – Journal of Educational Computing Research, 2007
The main goal of the present study is to investigate empirically the effects of Asynchronic Learning Network (ALN) embedded within metacognitive instruction (META) on two components of metacognitive awareness: Knowledge about Cognition (KC) and Regulation of Cognition (RC). Participants were 202 tenth grade students: 102 students who studied under…
Descriptors: Grade 10, Teaching Methods, Discussion Groups, Metacognition
Mevarech, Zemira R.; Amrany, Chagit – Metacognition and Learning, 2008
The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction are able to implement meta-cognitive processes in a delayed, stressful situation, in our case--being examined on the matriculation exam; and (b) whether students preparing themselves for the matriculation exam in…
Descriptors: Control Groups, Mathematics Achievement, Cognitive Processes, Methods
Peer reviewedMevarech, Zemira R. – Journal of Educational Research, 1999
Compared the effects of three cooperative-learning environments on Israeli seventh graders' mathematical problem solving (metacognitive training, direct strategy instruction, and neither). Pencil-and-paper testing assessed students' problem-solving abilities. Results indicated that students exposed to metacognitive training significantly…
Descriptors: Cognitive Ability, Cooperative Learning, Foreign Countries, Intermediate Grades
