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- Vol 4 RE: Chapters 6, 12
metacognitionscience educationconceptual understandingmetacognitive knowledgemetacognitive promptsplanning and monitoringteacher professional developmentJournal article Evidence summaryAt a glance
Zohar and Barzilai systematically analyse 178 peer-reviewed studies of metacognition in science education published from 2000 to 2012.
Key ideas
The review shows that metacognition is increasingly embedded in disciplinary learning and conceptual understanding rather than taught only as a generic skill. Common instructional approaches include prompts, questions, reflection, modelling, and explicit attention to learners’ planning and monitoring. The authors also identify gaps in causal evidence, younger age groups, metacognitive knowledge, and teacher professional development.
Why it matters
For educators, the review supports integrating metacognitive guidance within meaningful subject tasks and making relevant strategies explicit while avoiding claims that one decontextualised routine transfers automatically everywhere.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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