Blank’s study “proposes a revised learning cycle model, termed the Metacognitive Learning Cycle, which emphasizes formal opportunities for teachers and students to talk about their science ideas. Working collaboratively, the researcher and a seventh-grade science teacher developed a 3-month ecology unit based on the revised model.” Results showed that even though students that were in the metacognitive classroom didn’t gain more content knowledge of ecology, they did however have more “permanent restructuring of their ecology. “
Blank, M. Lisa. (2000). A Metacognitive Learning Cycle: A Better Warranty for Student Understanding? Science Education, Volume 84, Issue 4, pages 486-506, July 2000.