Metacognition in Science Education

Trends in Current Research

  • Anat Zohar
  • Yehudit Judy Dori

Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 40)

Table of contents

  1. Front Matter
    Pages i-viii
  2. Anat Zohar, Yehudit Judy Dori
    Pages 1-19
  3. Stephen P. Norris, Linda M. Phillips
    Pages 37-56
  4. Gregory Schraw, Lori Olafson, Michelle Weibel, Daphne Sewing
    Pages 57-77
  5. Orit Herscovitz, Zvia Kaberman, Liora Saar, Yehudit Judy Dori
    Pages 165-195
  6. Back Matter
    Pages 273-280

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.


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 students' understanding thinking

Editors and affiliations

  • Anat Zohar
    • 1
  • Yehudit Judy Dori
    • 2
  1. 1.School of EducationHebrew University of JerusalemJerusalemIsrael
  2. 2.Dept. Education in Science &, TechnologyTechnion-Israel Institute of TechnologyTechnion City, HaifaIsrael

Bibliographic information