Abstract
This chapter discusses the application of metacognitive teaching strategies for Learning Study, a Lesson Study model that adopts variation theory as a guiding principle for instructional design. Despite the robustness of the variation theory for addressing student misconceptions, effective teaching strategies for enacting the pattern of variation don’t exist yet. The argument for proposing metacognitive teaching strategies to enact the pattern of variation is that if discerning the pattern of variation is a metacognitive learning behaviour, the metacognitive pedagogies should have a role in enacting it. This chapter is about teachers of biology who were given the opportunity to visualise these ideas.
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Cheng, E.C.K., Chan, J.K.M. (2021). Crafting of Metacognitive Teaching Strategies Through Learning Study. In: Developing Metacognitive Teaching Strategies Through Lesson Study. Springer, Singapore. https://doi.org/10.1007/978-981-16-5569-2_4
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DOI: https://doi.org/10.1007/978-981-16-5569-2_4
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