<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872019000102213</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2019.46229</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñar pensamiento crítico y habilidades meta-cognitivas a través de la investigación filosófica. Informes de un practicante sobre experimentos en el aula.]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensino de pensamento crítico e habilidades meta-cognitivas através da investigação filosófica. Relatório de um praticante sobre experimentos em sala de aula.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Emma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,King's College  ]]></institution>
<addr-line><![CDATA[London ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,King&#8217;s College  ]]></institution>
<addr-line><![CDATA[London ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872019000102213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872019000102213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872019000102213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn&#8217;t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is - a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes which just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Aunque el consenso de expertos establece que el pensamiento crítico (PC) es esencial para la investigación, no necesariamente se sigue de eso que al practicar la investigación, los niños y niñas estén desarrollando habilidades de PC. Los programas de filosofía con niños en todo el mundo tienen como objetivo desarrollar disposiciones y habilidades de PC a través de una comunidad de investigación, y este estudio comparó el impacto de la enseñanza explícita de habilidades de PC durante una investigación, solo con el método de investigación filosófica (IF) de The Philosophy Foundation (que no tenía enseñanza explícita de habilidades de PC). También se dice que la filosofía con niños mejora las habilidades meta-cognitivas (MC), pero hay poca investigación sobre esta afirmación. Después de problemas observables para garantizar que se produjera una meta-cognición genuina en las sesiones de IF, con una comprensión razonablemente sólida de lo que es la meta-cognición, se ha desarrollado y probado un método en este estudio para reunir, en mutuo apoyo, el desarrollo del pensamiento crítico y las habilidades metacognitivas. Basado en el trabajo de Peter Worley y Ellen Fridland (KCL) The Philosophy Foundation (PhF) realizó un estudio experimental con el King's College de Londres en otoño de 2017 y otoño de 2018 para comparar el impacto de la enseñanza de habilidades de PC y MC con clases que solo tienen una investigación filosófica. El enfoque desarrollado y utilizado para el estudio emplea la enseñanza explícita de algunas habilidades de PC y MC dentro del contexto de una investigación filosófica (a diferencia de la enseñanza independiente de estas habilidades) y arroja algunos resultados positivos tanto cualitativos como cuantitativos. Ambos estudios se realizaron durante un período de 12 semanas y se utilizó un grupo de control e intervención en cada estudio. Este informe se centra en el segundo año del estudio, con 220 niños de diez y once años de ocho clases en tres escuelas estatales en el sureste de Londres. Aunque hubo limitaciones en el estudio, los resultados indican que la enseñanza explícita de estas habilidades durante una investigación filosófica puede ayudar a los niños a usar las habilidades de PC y MC con más éxito que la sola investigación filosófica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Embora o consenso de especialistas afirme que o pensamento crítico (PC) é essencial para a investigação, isso não significa necessariamente que, praticando a investigação, as crianças estejam desenvolvendo habilidades de PC. Os programas de filosofia com crianças em todo o mundo visam desenvolver disposições e habilidades de PC por meio de uma comunidade de investigação, e este estudo comparou o impacto do ensino explícito de habilidades de PC durante uma pesquisa, apenas com o método de investigação filosófica (IF) da The Philosophy Foundation (PhF) (que não possuía ensino explícito de habilidades de PC). Diz-se também que a filosofia com crianças melhora as habilidades meta-cognitivas (MC), mas há pouca pesquisa sobre essa afirmação. Após problemas observáveis para garantir uma meta-cognição genuína nas sessões de IF - com uma compreensão razoavelmente forte do que é meta-cognição - um método foi desenvolvido e testado neste estudo para reunir, em apoio mútuo, o desenvolvimento do pensamento crítico e das habilidades meta-cognitivas. Com base no trabalho de Peter Worley e Ellen Fridland (KCL), a Philosophy Foundation realizou um estudo experimental com o King's College London no outono de 2017 e outono de 2018 para comparar o impacto do ensino de habilidades de PC e habilidades de MC em relação às classes que apenas têm investigação filosófica. A abordagem desenvolvida e usada para o estudo emprega o ensino explícito de algumas habilidades de PC e MC no contexto de uma investigação filosófica (em oposição ao ensino separado dessas habilidades) e produz algumas descobertas positivas, tanto qualitativas quanto quantitativas. Ambos os estudos foram realizados em um período de 12 semanas e um grupo de controle e intervenção foi usado em cada estudo. Este relatório se concentra no segundo ano do estudo, com 220 crianças de dez e onze anos envolvidas em oito turmas em três escolas estaduais no sudeste de Londres. Embora existam limitações do estudo, os resultados indicam que o ensino explícito dessas habilidades durante uma investigação filosófica pode ajudar as crianças a usar as habilidades de PC e MC com mais êxito do que apenas a investigação filosófica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[philosophical enquiry]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[meta-cognición]]></kwd>
<kwd lng="es"><![CDATA[investigación filosófica.]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[meta-cognição]]></kwd>
<kwd lng="pt"><![CDATA[investigação filosófica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ackerman]]></surname>
<given-names><![CDATA[Phillip L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Individual differences in skill learning: An integration of the psychometric and information processing perspectives]]></article-title>
<source><![CDATA[Psychological Bulletin]]></source>
<year>1987</year>
<volume>102</volume>
<page-range>3-27</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[Joyce M.]]></given-names>
</name>
<name>
<surname><![CDATA[Carr]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<name>
<surname><![CDATA[Schwanenflugel]]></surname>
<given-names><![CDATA[Paula J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of metacognition in gifted children: Directions for future research.]]></article-title>
<source><![CDATA[Developmental Review]]></source>
<year>1995</year>
<volume>15</volume>
<page-range>1-37</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[Alvarez]]></given-names>
</name>
<name>
<surname><![CDATA[Claudia]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Does Philosophy Improve Critical Thinking Skills?]]></source>
<year>2007</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[Babs]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophy for Children Theories and praxis in teacher education]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Routledge ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Botella]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<name>
<surname><![CDATA[Centeno-Gutiérrez]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Felix]]></given-names>
</name>
<name>
<surname><![CDATA[González Lamas]]></surname>
<given-names><![CDATA[Jara]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does Philosophy for Children make a difference?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Moriyon]]></surname>
<given-names><![CDATA[Garcia]]></given-names>
</name>
<name>
<surname><![CDATA[Loro]]></surname>
<given-names><![CDATA[Robles]]></given-names>
</name>
</person-group>
<source><![CDATA[Family Resemblances: Current Trends in Philosophy for Children]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cam]]></surname>
<given-names><![CDATA[Philip]]></given-names>
</name>
</person-group>
<source><![CDATA[20 Thinking Tools]]></source>
<year>2006</year>
<publisher-name><![CDATA[ACER Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Foundation]]></surname>
<given-names><![CDATA[Education Endowment]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching and Learning Toolkit]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[EEF]]></surname>
<given-names><![CDATA[Education Endowment Foundation]]></given-names>
</name>
</person-group>
<source><![CDATA[Meta-cognition and self-regulation]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ericsson]]></surname>
<given-names><![CDATA[K. Anders]]></given-names>
</name>
<name>
<surname><![CDATA[Krampe]]></surname>
<given-names><![CDATA[Ralf Th.]]></given-names>
</name>
<name>
<surname><![CDATA[Tesch-Romer]]></surname>
<given-names><![CDATA[Clemens]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of deliberate practice in the acquisition of expert performance]]></article-title>
<source><![CDATA[Psychological Review]]></source>
<year>1993</year>
<volume>100</volume>
<page-range>363-406</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Facione]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<source><![CDATA[Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations]]></source>
<year>1989</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fisher]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
</person-group>
<source><![CDATA[Stories for Thinking]]></source>
<year>1996</year>
<publisher-name><![CDATA[Nash Pollock Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fisher]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dialogic teaching: developing thinking and metacognition through philosophical discussion]]></article-title>
<source><![CDATA[Early Child Development and Care]]></source>
<year>2007</year>
<volume>177</volume>
<numero>6-7</numero>
<issue>6-7</issue>
<page-range>615-31</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fridland]]></surname>
<given-names><![CDATA[Ellen]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Skill learning and conceptual thought: making a way through the wilderness.]]></article-title>
<source><![CDATA[Contemporary philosophical naturalism and its implications]]></source>
<year>2013</year>
<month>a</month>
<page-range>87-110</page-range><publisher-loc><![CDATA[Routledge ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fridland]]></surname>
<given-names><![CDATA[Ellen]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Imitation, skill learning, and conceptual thought: An embodied, developmental approach]]></article-title>
<source><![CDATA[Origins of mind]]></source>
<year>2013</year>
<month>b</month>
<page-range>203-24</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fridland]]></surname>
<given-names><![CDATA[Ellen]]></given-names>
</name>
<name>
<surname><![CDATA[Moore]]></surname>
<given-names><![CDATA[Richard]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Imitation reconsidered]]></article-title>
<source><![CDATA[Philosophical Psychology]]></source>
<year>2014</year>
<volume>28</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>856-80</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fridland]]></surname>
<given-names><![CDATA[Ellen]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Do as I say and as I do: Imitation, pedagogy, and cumulative culture]]></article-title>
<source><![CDATA[Mind &amp; Language]]></source>
<year>2018</year>
<volume>33</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>355-77</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García-Moriyón]]></surname>
<given-names><![CDATA[Felix]]></given-names>
</name>
<name>
<surname><![CDATA[Rebollo]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<name>
<surname><![CDATA[Colom]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluating Philosophy for Children: A Meta-Analysis]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gardner]]></surname>
<given-names><![CDATA[Susan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inquiry is no mere conversation]]></article-title>
<source><![CDATA[Critical and Creative Thinking]]></source>
<year>1995</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>38-49</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garlikov]]></surname>
<given-names><![CDATA[Rick]]></given-names>
</name>
</person-group>
<source><![CDATA[Reasoning: What it is to be rational]]></source>
<year>2002</year>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gasparatou]]></surname>
<given-names><![CDATA[Renia]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophy for / with Children and the Development of Epistemically Virtuous Agents]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gregory]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Haynes]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Murris]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Routledge International Handbook of Philosophy for Children]]></source>
<year>2016</year>
<volume>12</volume>
<page-range>103-10</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gorard]]></surname>
<given-names><![CDATA[Stephen]]></given-names>
</name>
<name>
<surname><![CDATA[Siddiqui]]></surname>
<given-names><![CDATA[Nadia]]></given-names>
</name>
<name>
<surname><![CDATA[Huat See]]></surname>
<given-names><![CDATA[Beng]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophy for Children Evaluation Report and Executive Summary for Education Endowment Foundation]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haynes]]></surname>
<given-names><![CDATA[Joanna]]></given-names>
</name>
<name>
<surname><![CDATA[Murris]]></surname>
<given-names><![CDATA[Karin]]></given-names>
</name>
</person-group>
<source><![CDATA[Picturebooks, Pedagogy and Philosophy]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murris]]></surname>
<given-names><![CDATA[Karin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophy with Children, the Stingray and the Educative Value of Disequilibrium.]]></article-title>
<source><![CDATA[Journal of Philosophy of Education]]></source>
<year>2008</year>
<volume>42</volume>
<numero>3-4</numero>
<issue>3-4</issue>
<page-range>667-85</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Karin]]></surname>
<given-names><![CDATA[Murris]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching Philosophy with Picture Books]]></source>
<year>1992</year>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murris]]></surname>
<given-names><![CDATA[Karin]]></given-names>
</name>
<name>
<surname><![CDATA[Haynes]]></surname>
<given-names><![CDATA[Joanna]]></given-names>
</name>
</person-group>
<source><![CDATA[Storywise: thinking through stories]]></source>
<year>2002</year>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oyler]]></surname>
<given-names><![CDATA[Joseph]]></given-names>
</name>
</person-group>
<source><![CDATA[Expert Teacher Contributions to Argumentation During Inquiry Dialogue]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palinscar]]></surname>
<given-names><![CDATA[Annemarie Sullivan]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[Ann L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities]]></article-title>
<source><![CDATA[Cognition and Instruction]]></source>
<year>1984</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>117-75</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Paris]]></surname>
<given-names><![CDATA[Scott G.]]></given-names>
</name>
<name>
<surname><![CDATA[Cross]]></surname>
<given-names><![CDATA[David R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lipson]]></surname>
<given-names><![CDATA[Marjorie Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Informed strategies for learning: A program to improve children&#8217;s reading awareness and comprehension]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1984</year>
<volume>76</volume>
<page-range>1239-52</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[Gregory]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting general metacognitive awareness]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year>1998</year>
<numero>1/2</numero>
<issue>1/2</issue>
<page-range>113-25</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swain]]></surname>
<given-names><![CDATA[Jon]]></given-names>
</name>
<name>
<surname><![CDATA[Cara]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<name>
<surname><![CDATA[Litster]]></surname>
<given-names><![CDATA[Jenny]]></given-names>
</name>
</person-group>
<source><![CDATA[An evaluation report: Doing Philosophy in Schools]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trageskes]]></surname>
<given-names><![CDATA[Mark R.]]></given-names>
</name>
<name>
<surname><![CDATA[Daines]]></surname>
<given-names><![CDATA[Delva]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of metacognitive strategies on reading comprehension]]></article-title>
<source><![CDATA[Reading Research and Instruction]]></source>
<year>1989</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>52-60</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[Steve]]></given-names>
</name>
</person-group>
<source><![CDATA[A brief history of p4c, especially in the UK]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The If Odyssey]]></article-title>
<source><![CDATA[Bloomsbury Education]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[40 Lessons to Get Children Thinking]]></article-title>
<source><![CDATA[Bloomsbury Education]]></source>
<year>2015</year>
<month>a</month>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[If it, anchor it, open it up. A closed guided questioning technique.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Weidd]]></surname>
<given-names><![CDATA[Michael Noah]]></given-names>
</name>
</person-group>
<source><![CDATA[The Socratic Handbook Dialogue Methods for Philosophical Practice]]></source>
<year>2015</year>
<month>b</month>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<source><![CDATA[Intellectual Virtues of Doing Philosophy]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Plato, metacognition and philosophy in schools]]></article-title>
<source><![CDATA[Journal of Philosophy in Schools]]></source>
<year>2018</year>
<month>a</month>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dissonance: Disagreement and Critical Thinking in P4/wC]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Duthie]]></surname>
</name>
<name>
<surname><![CDATA[Garcia Moriyon]]></surname>
</name>
<name>
<surname><![CDATA[Robles Loro]]></surname>
</name>
</person-group>
<source><![CDATA[Family Resemblances: Current Trends in Philosophy for Children]]></source>
<year>2018</year>
<month>b</month>
<page-range>178-87</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The If Machine, 2nd Edition: 30 Lesson Plans for Teaching Philosophy]]></article-title>
<source><![CDATA[Bloomsbury Education]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Worley]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<source><![CDATA[PhiE: A Facilitator's Guide to Philosophical Enquiry in Schools]]></source>
<year></year>
<publisher-name><![CDATA[Roman &amp; Littlefield]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
