The potential of cognitive think-aloud protocols for educational action-research

This article presents the case for the use of the ‘think-aloud protocol’ by teachers who engage in action-research as a source of constructive information about their students’ cognitive learning processes. This method calls upon learners to talk their thoughts out aloud, during engagement in some learning activity regarding which the researching teachers seek insight to inform them to plan enhancement of the learning and teaching process. The...