A review of research on metacognition in science education: current and future directions

Zohar, Anat; Barzilai, Sarit

doi:10.1080/03057267.2013.847261

Cited by 307 publications

(277 citation statements)

References 95 publications

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“…Hartman 2001a;Jiang, Ma and Gao 2016;Sherin, Jacobs, and Philipp 2011;Zohar and Barzilai 2013). The consensus in this modest body of work, however, is that individuals' awareness of their thoughts and actions as teachers-i.e.…”

Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…Concerning the links between critical thinking and metacognition, we note that they are not necessarily acknowledged explicitly. For instance in a recent review about metacognition (Zohar and Barzilai, 2013), the expressions "critical thinking", "critical faculty" or any equivalent ones are absent from the paper. In contrast, "critical thinking" is one of the "learning activities" explicitly referred to metacognition by Vermunt (1996).…”

Section: Rationalementioning

confidence: 99%

Co-development of Conceptual Understanding and Critical Attitude: Analyzing texts on radiocarbon dating

Décamp

Viennot

2015

International Journal of Science Education

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This research documents the impact of a teaching interview aimed at developing a critical attitude in students, and focused on a particular topic: radiocarbon dating. This teaching interview is designed to have students react to limited written explanations of the phenomenon under study, and to express their possible frustration or intellectual satisfaction in relation to these texts. We aim to document the possible link between students' developing conceptual understanding of a topic and their ability to express their frustration when presented with very incomplete explanations, or their intellectual satisfaction when presented with complete explanation. As a side product we intend to observe some of their a priori ideas concerning this topic. Ten teaching interviews conducted with fourth-year university students were recorded, transcribed and coded. Beyond a series of results concerning students' a priori understanding of the domain, the analysis of the interviews suggests that, when students are presented with texts of increasing completeness and discuss these with the interviewer, their critical reactions evolve in time in a very specific way. We propose a tentative model for this co-evolution of student conceptual command and critical stance. The discussion bears on possible interpretations for the "anesthesia of judgment" observed in most students at the beginning of the interview, and for a few of them throughout the discussion. Keeping in mind the "competence vs concepts" current alternative, the conditions that seem to free students' critical potential are analysed in relation to their evolving command of the topic and their degree of intellectual satisfaction.

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“…According to a recent review on metacognition in science education (Zohar and Barzilai 2013), the development of learners' conceptual understanding has long been a central focus of science education research. However, previous reviews of metacognition in science education have claimed the role of metacognition in developing learners' understanding of specific science concepts has not been sufficiently studied in such contexts.…”

Section: Forewordmentioning

confidence: 99%

“…Finally, the review of studies of metacognition in science education (Zohar and Barzilai 2013) revealed that there are an insufficient number of studies of teachers' (both preservice and in-service) knowledge and professional development regarding metacognition. This research gap is a serious limitation in the ability to carry out large-scale implementation of metacognitive instruction in authentic classrooms.…”

Section: Forewordmentioning

confidence: 99%