Introduction

Anat Zohar* (Editor), Yehudit Judy Dori (Editor)

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

18 Scopus citations

Abstract

Research about metacognition and its implications for learning and instruction have become a central issue in education. The call for teaching metacognitive skills is considered one of the three main implications for instruction that emerged from over three decades of research about how people learn; the two additional implications being: (a) the call for teachers to draw out and consider students’ preexisting understandings, and (b) the call to replace superficial coverage of all topics in a subject area with in-depth coverage of fewer topics that allows key concepts in that discipline to be understood. Metacognition is significant across the curriculum and an emphasis on metacognition needs to accompany instruction in each of the school disciplines (Bransford et al. 2000).

Original languageAmerican English
Title of host publicationMetacognition in science education
Subtitle of host publicationtrends in current research
PublisherSpringer Science and Business Media B.V.
Pages1-19
Number of pages19
DOIs
StatePublished - 2012

Publication series

NameContemporary Trends and Issues in Science Education
Volume40
ISSN (Print)1878-0482
ISSN (Electronic)1878-0784

Bibliographical note

Publisher Copyright:
© Springer Science +Business Media B.V. 2012.

Keywords

  • Metacognitive Components
  • Metacognitive Knowledge
  • Metacognitive Thinking
  • Metacognitive Tools
  • Preexisting Understandings

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