Peer Cooperative Learning and Metacognitive Learning Strategies in Elementary School Children

Abstract

The purpose of this study was to examine the relationships between cooperative learning activities with peer and metacognitive learning strategies. Forth to sixth grade children participated in a longitudinal study with three time points in a year. A path analysis revealed that reciprocal learning in time 1 predicted metacognitive learning strategies in time 2, which in turn, were associated with reciprocal learning and peer modeling in time 3. In addition, metacognitive learning strategies in time 1 predicted peer modeling in time 2. Educational practices which promote metacognitive learning strategies in cooperative learning with peers are discussed.