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.

Highly anticipated topic in science educationFirst title which synthesizes the role of metacognition in science educationInternational contributors

Designing prompts to help students link symbolic and molecular representations of chemical reactions and promote metacognition.- Metacognition in chemical education: Question posing in the case-based computerized learning environment.- A metacognitive strategy for training pre-service teachers: Collaborative diagnosis of conceptual understanding in science.- Convergence of metacognition, reflection, and critical thinking: Illustrations from natural and social science teacher education and classroom practice.- The interplay of writing and doing.- students' metacognitive behavior and ability to transfer causal concepts.- Discussion.- Knowing what you know and when to change your mind.- A metacognitive approach to developing young learners' capabilities for scientific inquiry.- Explicit teaching of meta-strategic knowledge: Examining the process of change.