A framework for meta-learning in science education for a time of crisis and beyond

Abstract

Science education has an important role in educating the public on learning strategies that will generate a scientific literate population. The challenges encountered in this time of crisis calls for individuals to make well-informed decisions, based on reliable information. Understanding scientific basic concepts can inform the population on making informed decisions that will protect and prosper their communities. This study applied a grounded theory approach to propose a framework for meta-learning as a strategy that enhances science understanding and cultivates trust toward science. Meta-learning in science education is contextualized during a time of crisis and four stages are suggested for the meta-learning process. In the first stage, the learner becomes aware of a situation and activates prior knowledge. In the second stage, the learner searches and evaluates reliable information. In the third stage, the learner adjusts their behavior based on the new knowledge. Finally, in the fourth stage, the learner embraces learning as an everlasting process and re-adjusts behavior accordingly. Through meta-learning practices in science education, learners can claim agency of their learning processes and embrace a lifelong learning endeavor that will benefit themselves and those around them.

Teachers’ Role in Chemistry Metacognition

“…There are two major components of metacognition which are further divided into other subcomponents. Metacognitive knowledge (cognitive knowledge) and metacognitive regulation (cognitive regulation) make up metacognition [14][15][16].…”