Developing strategic knowledge in children who carry out projects in a home-schooling context

Authors

  • Sylvie Viola Université du Québec à Montréal
  • Émilie Tremblay-Wragg Université du Québec à Montréal
  • Cynthia Vincent Université du Québec à Montréal
  • Marine Dumond Association Québécoise pour l'éducation à domicile

Keywords:

home schooling, project-based learning, metacognitive knowledge, strategic knowledge, Covid-19

Abstract

This article presents the results of partnership research that was conducted to accompany five families introduced to homeschooling for the first time due to the Covid-19 pandemic. Over the course of 12 weeks, these families completed open-ended projects that allowed children to use a variety of metacognitive strategies. Interviews revealed that the children's strategic knowledge evolved during this support process and that the tools used promoted the development of their autonomy, simultaneously changing the way mother-educators viewed their roles.

Author Biographies

Sylvie Viola, Université du Québec à Montréal

is a professor and researcher at the Université du Québec à Montréal (UQAM) and a member of the team “Reflecting on the Diverse Use of Teaching Strategies, from Preschool to Postsecondary Education” (RUSE). Her work focuses on the development of strategic knowledge, metacognitive strategies, and questioning practices that promote self-regulated learning. She is particularly interested in teaching methods that support students' cognitive engagement, especially in project-based learning contexts. Her recent research explores the development of teachers' strategic knowledge when planning complex learning situations. She is also interested in the training of future teachers and the strategies they use in experiential learning at university. viola.sylvie@uqam.ca

Émilie Tremblay-Wragg, Université du Québec à Montréal

Ph.D. is a professor in the Department of Education at the Université du Québec à Montréal (UQAM) and a regular researcher at the Interuniversity Research Center on Teacher Education and Training (CRIFPE). Her main research interests are diversified and active teaching strategies, pedagogy at all levels of education, motivation to learn, initial teacher training, and structured writing activities. She is also co-founder of Thèsez-vous and holder of the UQAM Research Chair on Training and Support for Collaborative Scientific Writing. tremblay-wragg.emilie@uqam.ca

Cynthia Vincent, Université du Québec à Montréal

is a postdoctoral researcher in Education at the Université de Montréal. Her work is situated within the field of andragogy. She is interested in how formal and non-formal educational environments support learners’ cognitive and socio-affective development. cynthia.vincent@umontreal.ca

Marine Dumond, Association Québécoise pour l'éducation à domicile

holds a Master’s degree in Education from the Université de Montréal. She is a specialist in homeschooling and alternative education. As President of the Association québécoise pour l'éducation à domicile (AQED), she supports families in implementing natural, project-based learning approaches. With a background in training future preschool and elementary school teachers, her research focuses on documenting informal learning practices and empowering parent-educators. She actively contributes to the dialogue between families and government authorities to foster the development of adapted educational frameworks. marine.dumond@gmail.com

References

Aldabbus, S. (2018). Project-based learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71-79. www.eajournals.org

Brabant, C. (2013). L'école à la maison au Québec : un projet familial, social et démocratique. Presses de l'Université du Québec.

Breed, B. et Bailey, R. (2018). The influence of a metacognitive approach to cooperative pair problem-solving on self-direction in learning. TD: The Journal for Transdisciplinary Research in Southern Africa, 14(1), 1-11. https://doi.org/10.4102/td.v14i1.516

Brod, G. (2020). Generative learning: Which strategies for what age? Educational Psychology Review, 13, 1-24. https://doi.org/10.1007/s10648-020-09571-9

Brown, A. L. (1977). Knowing when, where, and how to remember: A problem of metacognition (Technical Report No. 47). University of Illinois at Urbana-Campaign.

Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. Dans F. E. Weinert et R. H. Kluwe (Dir.), Metacognition, motivation and understanding (p. 65–116). Erlbaum.

Bubb, S. et Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving schools, 23(3), 209-222. https://doi.org/10.1177/1365480220958797

Carignan, I., Beaudry, M.-C. et Cohene, K. (2020). L’enseignement-apprentissage à la maison en période de pandémie en mettant sa casquette de maman-enseignante-chercheure: un défi de taille. Formation et profession: revue scientifique internationale en éducation, 28(4), 1-11. https://doi.org/10.18162/fp.2020.689

Chen, C. H. et Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4e éd.). SAGE.

Dumond, M. (2019). L'apprentissage en famille : note de synthèse. Revue de sciences de l'éducation de McGill, 54(3), 566-581. https://doi.org/10.7202/1069770ar

Eskrootchi, R. et Oskrochi, G. R. (2010). A study of the efficacy of project-based learning integrated with computer-based simulation - STELLA. Educational Technology & Society, 13(1), 236–245. http://www.jstor.org/stable/jeductechsoci.13.1.236

Fiteriani, I., Diani, R. et Anwar, C. (2021). Project-based learning through STEM approach: Is it effective to improve students’ creative problem-solving ability and metacognitive skills in physics learning? Journal of Physics: Conference Series, 1796(1), 012058. https://doi.10.1088/1742-6596/1796/1/012058

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.

Fontenelle-Tereshchuk, D. (2021). ‘Homeschooling’ and the COVID-19 crisis: The insights of parents on curriculum and remote learning. Interchange 52, 1-25. https://doi.org/10.1007/s10780-021-09420-w

Gauthier, R.-F. et Florin, A. (2016). Rapport : que doit-on apprendre à l’école? Savoirs scolaires et politique éducative. Terra Nova. https://tnova.fr/societe/enseignement-superieur-recherche/que-doit-on-apprendre-a-lecole-savoirs-scolaires-et-politique-educative/

Hendriani, A., Herlambang, Y. T. et Setiawan, D. (2020). Effectiveness of project-based learning models in improving the metacognition ability of elementary school students. Palarch's Journal of Archaeology of Egypt/Egyptology, 17(8), 665-679. https://www.archives.palarch.nl/index.php/jae/article/view/4458

Kokotsaki, D., Menzies, V. et Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733

Kunzman, R. et Gaither, M. (2020). Homeschooling: An updated comprehensive survey of the research. Other Education, 9(1), 253-336.

Larmer, J., Ross, D. et Mergendoller, J. R. (2017). PBL starter kit: To-the-point advice, tools and tips for your first project in middle or high school. Buck Institute for Education.

Lefebvre-Pinard, M. et Pinard, A. (1985). Taking charge of one’s cognitive activity: A moderator of competence. Dans E. Neimark, R. Delisi et. J. Newman (Dir.), Moderators of competence (p. 191-212). Lawrence Erlbaum Associates Inc.

Marulis, L. M. et Nelson, L. J. (2021). Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds. Metacognition and Learning, 16(1), 207-231. https://doi.org/10.1007/s11409-020-09244-6

Ministère de l’Éducation et de l’Enseignement supérieur. (2019a). Direction de l’enseignement à la maison. http://www.education.gouv.qc.ca/commissions-scolaires/aide-et-soutien/enseignement-a-la-maison/

Ministère de l’Éducation et de l’Enseignement supérieur. (2019b). Effectif scolaire de la formation générale des jeunes, selon diverses variables, années scolaires 2005-2006 à 2018-2019p [Tableau]. https://cutt.ly/OyMHToH

Ministère de l’Éducation du Québec. (2001). Programme de formation de l’école québécoise, éducation préscolaire, enseignement primaire. Gouvernement du Québec. https://www.quebec.ca/education/prescolaire-primaire-et-secondaire/programmes-formations-evaluation/programme-formation-ecole-quebecoise

OECD (2020), “A framework to guide an education response to the COVID-19 Pandemic of 2020”, OECD Policy Responses to Coronavirus (COVID-19), OECD Publishing, Paris, https://doi.org/10.1787/6ae21003-en.

Pardo, T. (2009). Étude des pratiques « d’éducation à domicile » : vers une éco-éducation [mémoire de maitrise, Université du Québec à Montréal]. Archipel. http://www.archipel.uqam.ca/2533/1/M11066.pdf

Paris, S. G., Lipson, M. Y. et Wixson, K. K. (1983). Becoming a strategic reader. Contemporary educational psychology, 8(3), 293-316. https://psycnet.apa.org/doi/10.1016/0361-476X(83)90018-8

Pennequin, V., Questel, F., Delaville, E., Delugre, M. et Maintenant, C. (2020). Metacognition and emotional regulation in children from 8 to 12 years old. British Journal of Educational Psychology, 90, 1-16. DOI: 10.1111/bjep.12305

Pozas, M., Letzel, V. et Schneider, C. (2021). ‘Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling. European Journal of Special Needs Education, 36(1), 35-50. https://doi.org/10.1080/08856257.2021.1874152

Quiles, C. (2014). Comment évaluer la métacognition ? Intérêts et limites de l’évaluation de la conscience métacognitive « on-line » [Thèse de doctorat, Université de Bordeaux].

https://theses.hal.science/tel-01139905v1

Rellensmann, J., Schukajlow, S. et Leopold, C. (2020). Measuring and investigating strategic knowledge about drawing to solve geometry modelling problems. ZDM, 52(1), 97-110. https://doi.org/10.1007/s11858-019-01085-1

Sandron, L., et Fagnant, A. (2017). L’influence d’une formation au tutorat sur les performances en résolution de problèmes et sur la motivation autodéterminée d’élèves de fin d’enseignement primaire. Revue Française de Pédagogie, 198, 75–92. https://doi.org/10.4000/rfp.5308

Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121. https://doi.org/10.1111/j.1751-228X.2008.00041.x

Scott, C. L. (2015). Les apprentissages de demain: quel type d’apprentissage pour le XXIe siècle. Recherche et prospective en éducation: réflexions thématiques, 14, 1-18. https://unesdoc.unesco.org/ark:/48223/pf0000242996_fre

Veenman, M. V. J. (2016). Metacognition. In P. Afflerbach (Ed.), Handbook of Individual Differences in Reading: Reader, Text, and Context (pp. 26-40). London: Routledge.

Van der Maren, J. M. (2003). Méthodes de recherche pour l’éducation. De Boeck Université.

Viola, S. (1999). Les effets de l'entraînement au métaquestionnement sur la compréhension en lecture chez les élèves de sixième année du primaire [thèse de doctorat, Université du Québec à Montréal].

Vorhölter, K. (2018). Conceptualization and measuring of metacognitive modelling competencies: Empirical verification of theoretical assumptions. ZDM Mathematics Education 50, 343–354. https://doi.org/10.1007/s11858-017-0909-x

Wagener, B. (2011). Développement et transmission de la métacognition [thèse de doctorat, Université d’Angers]. HAL. https://tel.archives-ouvertes.fr/tel-00655416

Wijekumar, K., Graham, S., Harris, K. R., Lei, P. W., Barkel, A., Aitken, A., Ray, A. et Houston, J. (2019). The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. Reading and Writing, 32(6), 1431-1457. https://doi.org/10.1007/s11145-018-9836-7

Downloads

Published

2026-02-26

How to Cite

Viola, S., Tremblay-Wragg, Émilie, Vincent, C., & Dumond, M. (2026). Developing strategic knowledge in children who carry out projects in a home-schooling context. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10195

Issue

Advance Online Publication

Section

Articles

License

Copyright (c) 2026 McGill Journal of Education / Revue des sciences de l'éducation de McGill

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.