@article {103175,
	title = {Teachers\&rsquo; metacognitive knowledge and the instruction of higher order thinking},
	journal = {Teaching and Teachers{\textquoteright} Education},
	volume = {15},
	year = {1999},
	pages = {413-429},
	abstract = {The purpose of the present study was to investigate teachers{\textquoteright} declarative metacognitive knowledge of higher order thinking skills. This was a qualitative study conducted within the educational setting of in-service science teachers{\textquoteright} courses. The main finding is that teachers{\textquoteright} intuitive (i.e., pre-instructional) knowledge of metacognition of thinking skills is unsatisfactory for the purpose of teaching higher order thinking in science classrooms. A general practical implication of this study is that courses which prepare teachers for instruction of higher order thinking should address extensively the issue of metacognition of thinking skills.},
	url = {https://doi.org/10.1016/S0742-051X(98)00063-8},
	author = {Zohar A.,}
}
