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In recent decades, metacognitive strategy instruction has captured the attention of researchers as a pivotal evidence-informed learning strategy. Some 20 years ago, Bransford first reviewed the scientific literature and concluded that a metacognitive approach to instruction can help people better learn. Today, large-scale studies of metacognitive strategies no longer focus on their immediate effects these appear clear but rather on their long-term effects, which are just beginning to emerge as substantial and sustainable. Metacognitive strategy instruction works, but like most learning strategies, we must clearly understand how it works in order to understand where, when, and with whom it works best.