Abstract
This paper deals with students‘ metalinguistic knowledge concepts of sentence-internal capitalization of nouns in elementary school. It was investigated whether students are able to consciously and intentionally use their metalinguistic knowledge in partially open metalinguistic contexts. Students‘ metalinguistic knowledge was modeled and analyzed according to the conceptual change approach, distinguishing between pre-concepts, pre-scientific concepts and scientific concepts. It was found that most students are able to use their metalinguistic knowledge strategically. However, the activated knowledge content is often not effective in solving a task.
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