Metacognition in Science Education

"Metacognition in Science Education" contains an updated collection of studies about the role of metacognition in teaching and learning higher order thinking in science education. The fields of research on both metacognition in learning and on instruction of higher order thinking have been growing rapidly in recent years, attracting considerable interest among scholars and educators. This book addresses the point where these two fields intersect, as it explores theoretical background and cutting-edge research about how various forms of metacognitive instruction may enhance thinking in science classrooms. In addition to collecting many of the most interesting studies in this field, "Metacognition in Science Education" will be organized according to a unique innovation in the field of metacognition. Since many publications in metacognition currently suffer from ambiguous definitions of the concepts used by various researchers, this international collection of contributors provides a clear definition of the metacognitive components addressed in each chapter.
"Metacognition in Science Education" is of interest to educators, teacher educators, as well as researchers and graduate students in science education.
 
"Metacognition in Science Education" contains an updated collection of studies about the role of metacognition in teaching and learning higher order thinking in science education. The fields of research on both metacognition in learning and on instruction of higher order thinking have been growing rapidly in recent years, attracting considerable interest among scholars and educators. This book addresses the point where these two fields intersect, as it explores theoretical background and cutting-edge research about how various forms of metacognitive instruction may enhance thinking in science classrooms. In addition to collecting many of the most interesting studies in this field, "Metacognition in Science Education" will be organized according to a unique innovation in the field of metacognition. Since many publications in metacognition currently suffer from ambiguous definitions of the concepts used by various researchers, this international collection of contributors provides a clear definition of the metacognitive components addressed in each chapter.
"Metacognition in Science Education" is of interest to educators, teacher educators, as well as researchers and graduate students in science education.