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Metacognition in Chemistry Education: A Literature Review
Author(s) -
Lavi Rea,
Shwartz Gabriella,
Dori Yehudit Judy
Publication year - 2019
Publication title -
israel journal of chemistry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.908
H-Index - 54
eISSN - 1869-5868
pISSN - 0021-2148
DOI - 10.1002/ijch.201800087
Subject(s) - metacognition , rubric , chemistry , thinking processes , mathematics education , psychology , construct (python library) , cognition , science education , chemistry education , scientific literacy , process (computing) , computer science , social psychology , neuroscience , enthusiasm , statistical thinking , programming language , operating system
Metacognition, or ′thinking about thinking′, can improve scientific literacy and practices. It involves knowledge of cognition, i. e., being cognisant of one‘s knowledge, and regulation of cognition, i. e., consciously controlling the process of knowledge acquisition. A self‐regulated learner can assimilate new knowledge, conduct inquiry, solve problems and plan ahead his or her learning. While studies have been conducted on metacognition in chemistry education, none have included detailed assignments covering a range of metacognitive strategies. Our review of studies on metacognition in chemistry secondary and higher education also includes also several exemplary assignments on the energy topic for facilitating and assessing metacognition in high school classrooms. We use metacognitive prompts and the construct of chemistry understanding levels, macroscopic, microscopic, symbol, and process, as an approach for metacognitive intervention. Finally, we provide recommendations for educators and a rubric for researchers.