Contemporary Trends and Issues in Science Education

Metacognition in Science Education

Trends in Current Research

Editors: Zohar, Anat, Dori, Yehudit Judy (Eds.)

  • 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
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eBook $119.00
price for USA (gross)
  • ISBN 978-94-007-2132-6
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  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $159.00
price for USA
  • ISBN 978-94-007-2131-9
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $159.00
price for USA
  • ISBN 978-94-007-3820-1
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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 metacognition is 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)


Table of contents (11 chapters)

  • Introduction

    Zohar, Anat (et al.)

    Pages 1-19

  • Metacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition

    Veenman, Marcel V. J.

    Pages 21-36

  • Reading Science: How a Naive View of Reading Hinders So Much Else

    Norris, Stephen P. (et al.)

    Pages 37-56

  • Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program

    Schraw, Gregory (et al.)

    Pages 57-77

  • The Role of Metacognition in Students’ Understanding and Transfer of Explanatory Structures in Science

    Grotzer, Tina (et al.)

    Pages 79-99

Buy this book

eBook $119.00
price for USA (gross)
  • ISBN 978-94-007-2132-6
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $159.00
price for USA
  • ISBN 978-94-007-2131-9
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $159.00
price for USA
  • ISBN 978-94-007-3820-1
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

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
Series Volume
40
Copyright
2012
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media B.V.
eBook ISBN
978-94-007-2132-6
DOI
10.1007/978-94-007-2132-6
Hardcover ISBN
978-94-007-2131-9
Softcover ISBN
978-94-007-3820-1
Series ISSN
1878-0482
Edition Number
1
Number of Pages
VIII, 280
Topics