Metacognitive Instruction in Map Reading

This study sought to examine the effects of a metacognitively based strategy training programme on infantrymen's success and speed in beating themselves on two‐dimensional topographical maps in two contexts: in the classroom using three‐dimensional models and in the actual field. Experimental subjects received approximately 150 minutes of strategy training in which observing widely, focusing attention, talking associations between topographical features, inspecting the map and checking for correctness were the main elements. Three‐dimensional models were employed as part of the training. Control subjects were trained using traditional methods of grid referencing leading to map‐to‐ground exercises. Results from the model testing phase showed Experimental subjects superior to Control subjects in accuracy of location but no differences in location times. The field test results showed a tendency for more accurate location by Experimental subjects but this was at the expense of time. The results are discussed in terms of speed/accuracy trade‐offs and the nature of strategy training in the future.