How do 12- and 13-year-old students respond to metacognitive questions in geography class?

Abstract

This study examines how students aged 12 to 13 verbally express their cognitive processes orally during geography lessons when answering metacognitive questions on a complex task. It builds upon a previous investigation in mathematics and science and adopts its methodology for subject comparison. A content analysis of the responses from 40 learners at a French-speaking school in Belgium shows that although the students respond to the metacognitive questions, their answers often remain unclear and lack detail, especially when describing their strategies.