Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study

Journal of Educational Psychology (2015) - Comment
doi: 10.1037/edu0000022 issn: 1939-2176 issn: 0022-0663

Cristina D. Zepeda, J. Elizabeth Richey, Paul Ronevich, Timothy J. Nokes-Malach