Communities of Learners and Thinkers: The Effects of Fostering Writing Competence in a Metacognitive Environment

Abstract

In this study the author examines the efficacy of translating socio-cognitive principles into practice, by using the FCL (Fostering Communities of Learners and Thinkers) method devised by Brown and Campione. The benefits of FCL are compared with traditional interventions, within the context of writing competence. The principle hypothesis of this study is that an FCL intervention program will deliver greater writing competence than more traditional methods. It is shown that students exposed to the metacognitive and shared problem solving environment that is created by FCL derive larger benefits than students exposed to traditional instruction. Moreover, it is shown that the benefits of the FCL approach increase with time, even after the intervention has ceased.