The teachers should support students in acquiring knowledge and developing skills thus preparing them to think and learn independently. Considering this, the significance of implementing the modified Know-Want-Learn (KWL) teaching strategy, which directs students to perform metacognitive activities, becomes more evident. Quasi-experimental…

The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the application of metacognitive strategies, but these relationships are not well understood, in part because many studies have relied on self-report measures of behaviors that may not accurately reflect…

Metacognition in science teaching involves processes that include self-awareness and self-regulation. Metacognition enables the teachers to facilitate student learning and to reflect on their teaching in order to enable themselves to improve or to make any changes to their teaching. In particular, teaching activities, especially in the 21st…

Understanding the role of metacognitive judgements in science learning can significantly contribute to the qualification of both teaching and learning processes. We present some of the existing relationships between two important theoretical categories in education: metacognitive judgements and cellular theory learning. The research was conducted…

During the COVID-19 global pandemic students have been exposed to a multitude of stressors and disruptions to their every-day life. Mindfulness has been described in research as one tool to address anxiety and increase attention in young adolescent students (Goldin et al., 2008). This study's purpose was to understand the ways my seventh-grade…

This dissertation examines students' social-emotional experience with knowledge building pedagogy from the lenses of grit and growth mindset. The goal of this dissertation is to understand how interest, perseverance of effort and growth mindset oriented feedback engage students social emotionally in knowledge building to sustain and deepen their…

Metacognition is a core process in human learning. The problem is that learners are not often aware of their metacognition. The purpose of this study is to examine learners' metacognitive awareness in terms of their situation-specific perceptions in collaborative learning tasks. Upper elementary school students (N = 92) filled in a Metacognitive…

This study examines the effect of teaching with the STEM Cycline of the 'Force and Energy' unit on students' creativity, metacognitive awareness, and academic achievement. The nonequivalent control group design, one of the quasi-experimental models, was used in the study. The study included 54 seventh-grade students studying at a public school in…

Teaching with analogies is an important pedagogy that helps learners construct abstract conceptions through reasoning with something familiar. Heat concepts were chosen for this study because they have an intangible nature and involve complex mechanisms that often challenge school-aged learners. Learning this kind of complex concept with analogies…

As schools continue to focus on outcome-based instructional practices, less emphasis is placed on the creativity and reasoning necessary for students to become effective critical thinkers. As a result, students struggle to demonstrate creative problem-solving skills in the classroom. This study examines how the facilitation of an instructional…

Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students'…

Higher-order thinking and metacognition are closely related and are part of learning to develop competence. The goal of this research was to determine the practice of teaching biology that develops metacognition and evaluate whether teachers require specific professional training for this purpose or if broader cognitive-focused training can also…

Recent research underscores the importance of inquiry learning for effective science education. Inquiry learning involves self-regulated learning (SRL), for example when students conduct investigations. Teachers face challenges in orchestrating and tracking student learning in such instruction; making it hard to adequately support students. Using…

In recent decades a body of research has emerged supporting the effectiveness of a plethora of science teaching practices in improving learners' science achievement and scientific literacy. However, if the benefits of evidence-based science practice are to be realised consistently and at scale we need to improve our understanding of how teachers…

Students' difficulties in scientific argumentation have been widely reported in the literature. Researchers argue that these difficulties result mainly from students' lack of understanding of the goals and norms of argumentation. Therefore, designing and implementing appropriate instructional scaffolds to facilitate such essential knowledge of…