Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic.

The COVID-19 crisis has forced education systems around the world to switch hurriedly from learning in class to learning via online technology. One of the common platforms worldwide for teaching online was zoom. Working under uncertain conditions and facing rapid changes are characteristics of the twenty-first century.

Promoting Middle School Students' Science Text Comprehension via Two Self-Generated "Linking" Questioning Methods.

This quasi-experimental study examined training in two types of reading strategies: self-generated questions either connecting to prior knowledge (Extra-Text) or connecting between the text's parts (Within-Text). Immediate and long-term effects were assessed on ninth graders' science text comprehension, versus an untrained control group. The three student groups ( = 193) received the same study unit of scientific texts and accompanying tasks, either with/without training in self-generated questioning.

The effects of metacognitive training versus worked-out examples on students' mathematical reasoning.

Background: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies.