Published August 31, 2026
| Version v1
Book chapter
Open
Metacognitive Development and Reflective Thinking in Enhancing Science Learning Outcomes
Authors/Creators
- 1. Department of Science Education, Faculty of Education, Federal University Gusau, Nigeria
Contributors
- 1. Department of Science and Vocational Education, Usmanu Danfodiyo University, Sokoto, Nigeria
- 2. Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, Malaysia
- 3. Department of Science Education, Federal University Gusau, Nigeria
- 4. University Institute of Teachers Training and Research, Chandigarh University, India
Description
Chapter Highlights
- The chapter examines metacognition and reflective thinking as complementary processes for improving conceptual understanding, problem-solving, and self-regulated learning in science.
- It explains the theoretical foundations of metacognition and reflection through constructivist, social cognitive, and experiential learning perspectives.
- It discusses metacognitive processes such as planning, monitoring, and evaluation and their application to science learning and inquiry.
- It examines instructional approaches, including think-alouds, self-questioning, inquiry, problem-based learning, journaling, and reflective discussion.
- The chapter highlights evidence linking metacognitive and reflective practices with improved science learning outcomes while recognising limitations in implementation and evidence.
- It provides recommendations for teachers, curriculum developers, assessment practitioners, and policymakers to strengthen the integration of metacognitive and reflective practices in science education.
Files
Chapter 8.pdf
Additional details
Related works
- Is part of
- Book chapter: 10.5281/zenodo.22285313 (DOI)