A 50-minute metacognitive strategy instruction produced positive effects on secondary students' fluency, flexibility and originality of ideas in both cohorts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · checked against its sources 2026-10-19 (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.

q3 i? In two cohorts of Grade-11 students, a 50-minute strategy instruction on divergent thinking produced positive effects on fluency, flexibility and originality compared with a regular brainstorm lesson. → van de Kamp 2016

Evidence¶

van de Kamp 2016¶

van de Kamp, M.-T., Admiraal, W., & Rijlaarsdam, G. (2016). Becoming original: effects of strategy instruction. Instructional Science, 44, 543–566. https://doi.org/10.1007/s11251-016-9384-y

q3 · i? · causal · r2

Quasi-experiment with a pretest–posttest control group design across two cohorts (Cohort 1: 102 students; Cohort 2: 117 students) at one Dutch secondary school. Students were already grouped in classes (four in Cohort 1, five in Cohort 2), and the classes, not individual students, were randomly assigned to either the metacognitive strategy instruction or a regular brainstorm lesson. The article reports that "the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality" in both cohorts.

"The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality."

Discussion¶

Learner Variables¶

Creativity — outcome: instruction changes it
Mathematical Flexibility — outcome: instruction changes it

Metacognitive Strategies Improve Learning — a broader claim this one bears on
Strategy Instruction Improves Learning — a broader claim this one bears on
Competition raises idea originality for all participants but does not affect fluency or flexibility — related
AU and OC conditions show distinct correlation patterns with external creativity and fluency measures, supporting their differentiation as divergent thinking versus verbal ability conditions — related

Page metadata

Field	Value
`type`	`claim`
`id`	`strategy-instruction-improves-divergent-thinking`
`title`	`A 50-minute metacognitive strategy instruction produced positive effects on secondary students' fluency, flexibility and originality of ideas in both cohorts`
`description`	`A 50-minute metacognitive strategy instruction produced positive effects on secondary students' fluency, flexibility and originality of ideas in both cohorts`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2016`
`source_checked`	`2026-10-19`
`generated`	by `process:wiki-ingest` on `2026-10-17`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `van-de-kamp-2016`

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