Table of Contents

Introduction.- Metacognition in science education: Definitions, constituents, and their intricate relation with cognition.- Reading science: How a naive view of reading hinders so much else.- Metacognitive knowledge and field-based science learning in an outdoor environmental education program.- The role of metacognition in students’ understanding and transfer of explanatory structures in science.- Self-regulated learning and conceptual development in young children: The development of biological understanding.- The role of knowledge integration in learning chemistry with dynamic visualization.- The relationship between metacognition and the ability to pose questions in chemical education.- Explicit teaching of meta-strategic knowledge: definitions, student’ learning, and teachers’ professional development.- A metacognitive teaching strategy for pre-service teachers: Collaborative diagnosis of conceptual understanding in science.- Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education and classroom practice.

Reviews

From the reviews: "The book provides a comprehensive and detailed background on metacognition, and a clear perspective of recent research studies that testify to the value of metacognition for science learning. ... is highly recommended for a wide readership as it provides a valuable resource for college or university teaching of metacognition ... . It clearly highlights the implications of metacognition research for science learning and teaching and provides meaningful insights for classroom practitioners. ... discussion of recent studies is informative and should prompt ideas for further studies." (Umesh Ramnarain, International Journal of Environmental & Science Education, Vol. 7 (2), April, 2012)