Metacognitive prompts during collaboration improve communication of knowledge and its underlying assumptions¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Metacognitive prompts during collaboration improved participants' ability to communicate their knowledge and its underlying assumptions, helping overcome coordination problems. → Gardiner Paul 2020
Evidence¶
Gardiner Paul 2020¶
Gardiner Paul. (2020). Learning to think together: Creativity, interdisciplinary collaboration and epistemic control. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2020.100749
q2 · i? · theoretical · r3
The article reports, citing Wiltshire, Rosch, Fiorella, and Fiore (2014), that "metacognitive prompts during collaboration improved the participants' ability to communicate their knowledge" and its underlying assumptions. No effect size is printed.
"Specifically relevant to this argument was their finding that metacognitive prompts during collaboration improved the participants' ability to communicate their knowledge and the underlying assumptions of that knowledge, enabling them to overcome possible coordination problems (Srikanth et al., 2016)."
Discussion¶
Related Claims¶
- Lack of confidence and inappropriate language use were observed obstacles to students' mathematical communication during the experiment — related
- Teachers and caregivers called for additional guidance and support in their communication and collaboration — related
- A collaboration kit with joint and private multi-touch table spaces outperformed comparison groups, showing less biased communication and more collaborative processes. — related
- Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognitive-prompts-improve-collaborative-communication |
title |
Metacognitive prompts during collaboration improve communication of knowledge and its underlying assumptions |
description |
Metacognitive prompts during collaboration improve communication of knowledge and its underlying assumptions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gardiner-paul-2020 |
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