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Nuckles, Matthias; Hubner, Sandra; Dumer, Sandra; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2010
This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the…
Descriptors: Experimental Groups, Control Groups, Journal Writing, Metacognition