Skip to main content
Log in

Thinking Aloud with Thinkback: A Teacher Practitioner’s Guide for Enhancing General Metacognitive Problem Solving Skills

  • Review
  • Published:
Canadian Journal of Science, Mathematics and Technology Education Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Baxter, G., Elder, A., & Glaser, R. 1996. Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist, 3, 133–140.

    Article  Google Scholar 

  • Beyer, B. 1997. Improving student thinking. Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Brown, A. 1997. Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399–413.

    Article  Google Scholar 

  • Carey, S. 1999. Sources of conceptual change. In E.K. Scholnick, K. Nelson, S.A. Gelman, & P.H. Miller (Eds.), Conceptual Development: Piaget’s Legacy (pp. 293–326). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Chi, M. 1992. Conceptual change within and across ontological categories: Examples from learning and discovery of science. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (pp. 129–186). Minneapolis: University of Minnesota Press.

    Google Scholar 

  • diSessa, A. 1998. What changes in conceptual change? International Journal of Science Education, 20, 1155–1191.

    Article  Google Scholar 

  • Glaser, R. 1984. Education and thinking. American Psychologist, 39, 93–104.

    Article  Google Scholar 

  • Hayes, J.R. 1989. The complete problem solver. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Hogan, K. 1999. Thinking aloud together: A test of an intervention to foster students’ collaborative scientific reasoning. Journal of Research in Science Teaching, 36, 1085–1109.

    Article  Google Scholar 

  • Kucan, L., & Beck, I. 1997. Thinking aloud and reading comprehension research: Inquiry, instruction and social interaction. Review of Educational Research, 67, 271–299.

    Article  Google Scholar 

  • Landa, L. 1974. Algorithmization in learning and instruction. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Lochhead, J. 1992. Knocking down the building blocks of learning: Constructivism and the ventures program. Educational Studies in Mathematics, 23, 543–552.

    Article  Google Scholar 

  • Lochhead, J., & Collura, J. 1981. A cure for cookbook laboratories. Physics Teacher, 19(1), 46–50.

    Article  Google Scholar 

  • Lochhead, J., & Whimbey, A. 1987. Teaching analytical reasoning through thinking aloud pair problem solving. New Directions for Teaching and Learning, 30, 73–92.

    Article  Google Scholar 

  • Novak, J. 1998. Learning, creating, and using knowledge. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Perkins, D. 1986. Knowledge as design. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Whimbey, A., & Blanton, E. (1995). The Whimbey Writing Program: How to analyze, organize, and write effectively. Mahwah, NJ: Learning Inc.

    Google Scholar 

  • Whimbey, A., & Lochhead, J. 1981. Developing mathematical skills: Computation, problem solving, and basics for algebra. New York: McGraw-Hill.

    Google Scholar 

  • Whimbey, A., & Lochhead, J. 1982. Cognition, Skinner, and math word problems. Journal of Developmental & Remedial Education, 5(2), 11–12.

    Google Scholar 

  • Whimbey, A., & Lochhead, J. 1986. Problem solving and comprehension (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Yoon, S. (2000, April). Group structuring effects on gender-specific discourse interactions within knowledge-building communities. Poster session presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Yoon, S. Thinking Aloud with Thinkback: A Teacher Practitioner’s Guide for Enhancing General Metacognitive Problem Solving Skills. Can J Sci Math Techn 2, 409–413 (2002). https://doi.org/10.1080/14926150209556530

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1080/14926150209556530

Navigation