Overview
- Discusses emerging topics at the intersection of metacognition with teaching and learning of science concepts
- Presents cutting-edge studies on how metacognitive instruction enhances understanding and thinking in science classrooms
- Is a testimony to the growing recognition of the value of metacognition for science learning
Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 40)
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Table of contents (11 chapters)
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Front Matter
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Back Matter
Keywords
- Chemical Education
- Computerized Learning Environment
- Conceptual Understanding in Science
- Designing Prompts
- Learner Capability
- Meta-Strategic Knowledge
- Pre-Service Teachers
- Process of Change
- Science Education
- Scientific Inquiry
- Symbolic and Molecular Representations
- Transfer Casual Concepts
- conceptual understanding
- dynamic visualization
- explanatory structures
- literacy
- metacognition
- metacognitive teaching strategy
- science concepts
- self-regulated learning
About this book
Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning?
Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology.
Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognitionis not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and 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)
“This book aims to promote the teaching of metacognitive skills by providing both a useful theoretical introduction about metacognition and its role in science education, as well as several chapters of case studies from across the science disciplines. … book has several useful case studies of a similar nature, along with data on their effectiveness in teaching. These, along with the extensive literature review chapters, will make it useful to both educational researchers and educators interested in embedding the teaching of metacognition in their practice.” (Michael Seery, Education in Chemistry, January, 2013)
Editors and Affiliations
Bibliographic Information
Book Title: Metacognition in Science Education
Book Subtitle: Trends in Current Research
Editors: Anat Zohar, Yehudit Judy Dori
Series Title: Contemporary Trends and Issues in Science Education
DOI: https://doi.org/10.1007/978-94-007-2132-6
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2012
Hardcover ISBN: 978-94-007-2131-9Published: 20 October 2011
Softcover ISBN: 978-94-007-3820-1Published: 29 November 2013
eBook ISBN: 978-94-007-2132-6Published: 20 October 2011
Series ISSN: 1878-0482
Series E-ISSN: 1878-0784
Edition Number: 1
Number of Pages: VIII, 280
Topics: Science Education, Learning & Instruction, Teaching and Teacher Education