Drama and Metacognition

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This paper explores drama's potential for fostering metacognition. For effective learning, children need to be given access to activities in which they may gain deeper understanding about their own thinking processes. To this end, and with reference to practice in Primary education (ages 5-11), a case is offered for the increased status of drama, in schools and in teacher training.

Keywords: Drama and metacognition

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/03004430215101

Affiliations: Department of Education, Brunel University School of Education, 300 St Margaret's Road, Twickenham, Middlesex, TW1 1PT, UK

Publication date: January 1, 2002

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