Table Of ContentMetacognition in Science Education
Contemporary Trends and Issues in Science Education
VOLUME 40
SERIES EDITOR
Dana Zeidler, University of South Florida, Tampa, USA
FOUNDING EDITOR
Ken Tobin, City University of New York, USA
EDITORIAL BOARD
Fouad Abd El Khalick, University of Illinois at Urbana-Champaign, USA
Marrisa Rollnick, University of the Witwatersrand, Johannesburg, South Africa
Svein Sjøberg, University of Oslo, Norway
David Treagust, Curtin University of Technology, Perth, Australia
Larry Yore, University of Victoria, British Columbia, Canada
HsingChi von Bergmann, University of Calgary, Canada
Troy D. Sadler, University of Florida, Gainesville, FL, USA
SCOPE
The book series Contemporary Trends and Issues in Science Education provides a forum for
innovative trends and issues connected to science education. Scholarship that focuses on
advancing new visions, understanding, and is at the forefront of the fi eld is found in this
series. Accordingly, authoritative works based on empirical research and writings from
disciplines external to science education, including historical, philosophical, psychological
and sociological traditions, are represented here.
For further volumes:
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Anat Zohar • Yehudit Judy Dori
Editors
Metacognition in Science
Education
Trends in Current Research
Editors
Anat Zohar Yehudit Judy Dori
School of Education Department of Education in Technology
Hebrew University of Jerusalem and Science and the Division of Continuing
Jerusalem, Mt. Scopus Education and External Studies
Israel Technion, Israel Institute of Technology
[email protected] Haifa, Israel
[email protected]
The Center for Educational
Computing Initiatives,
Massachusetts Institute of Technology,
Cambridge, MA, USA
ISSN 1878-0482 e-ISSN 1878-0784
ISBN 978-94-007-2131-9 e-ISBN 978-94-007-2132-6
DOI 10.1007/978-94-007-2132-6
Springer Dordrecht Heidelberg London New York
Library of Congress Control Number: 2011938276
© Springer Science+Business Media B.V. 2012
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Contents
1 Introduction ............................................................................................. 1
Anat Zohar and Yehudit Judy Dori
2 Metacognition in Science Education: Definitions,
Constituents, and Their Intricate Relation with Cognition ................ 21
Marcel V. J. Veenman
3 Reading Science: How a Naive View of Reading Hinders
So Much Else ........................................................................................... 37
Stephen P. Norris and Linda M. Phillips
4 Metacognitive Knowledge and Field-based Science
Learning in an Outdoor Environmental Education Program ............ 57
Gregory Schraw, Lori Olafson, Michelle Weibel, and Daphne Sewing
5 The Role of Metacognition in Students’ Understanding
and Transfer of Explanatory Structures in Science ............................. 79
Tina Grotzer and Sarah Mittlefehldt
6 Self-regulated Learning and Conceptual Development
in Young Children: The Development
of Biological Understanding ................................................................... 101
David Whitebread and Valeska Grau Cárdenas
7 The Role of Self-monitoring in Learning Chemistry
with Dynamic Visualizations .................................................................. 133
Jennifer L. Chiu and Marcia C. Linn
8 The Relationship Between Metacognition and the Ability
to Pose Questions in Chemical Education............................................. 165
Orit Herscovitz, Zvia Kaberman, Liora Saar, and Yehudit Judy Dori
v
vi Contents
9 Explicit Teaching of Metastrategic Knowledge: Definitions,
Students’ Learning, and Teachers’ Professional Development .......... 197
Anat Zohar
10 A Metacognitive Teaching Strategy for Preservice Teachers:
Collaborative Diagnosis of Conceptual Understanding in Science .... 225
Osnat Eldar, Bat-Sheva Eylon, and Miky Ronen
11 Toward Convergence of Critical Thinking, Metacognition,
and Reflection: Illustrations from Natural and Social Sciences,
Teacher Education, and Classroom Practice ........................................ 251
Carole L. Ford and Larry D. Yore
Author Index.................................................................................................... 273
Subject Index ................................................................................................... 277
Contributors
Jennifer L. Chiu Curry School of Education , University of Virginia , Charlottesville ,
VA , USA, [email protected]
Yehudit Judy Dori Department of Education in Technology and Science and the
Division of Continuing Education and External Studies , Technion, Israel Institute of
Technology , Haifa , I srael , [email protected]
The Center for Educational Computing Initiatives, Massachusetts Institute of
Technology , Cambridge , MA , USA
Osnat Eldar Oranim Academic College of Education , Tivon , Israel, [email protected]
Bat-Sheva Eylon The Science Teaching Department , Weizmann Institute of
Science , Rehovot , Israel, [email protected]
Carole L. Ford Department of Curriculum and Instruction , University of Victoria ,
Victoria , BC , Canada
Valeska Grau Cárdenas School of Psychology , Pontifi cia Universidad Católica
de Chile , Santiago , Chile, [email protected]
Tina Grotzer Project Zero , Harvard Graduate School of Education , Cambridge ,
MA , USA, [email protected]
Orit Herscovitz Department of Education in Technology and Science and the
Division of Continuing Education and External Studies , Technion , Haifa , Israel,
[email protected]
Zvia Kaberman Department of Education in Technology and Science , Technion ,
Haifa , Israel, [email protected]
Marcia C. Linn Graduate School of Education , University of California, Berkeley ,
CA , USA, [email protected]
vii
viii Contributors
Sarah Mittlefehldt Environmental Studies Program , Green Mountain College ,
Poultney , VT , USA, [email protected]
Stephen P. Norris Department of Educational Policy Studies and Centre for
Research in Youth, Science Teaching and Learning , University of Alberta ,
Edmonton , AB , Canada, [email protected]
Lori Olafson Department of Educational Psychology , University of Nevada,
Las Vegas , Las Vegas, NV 89154 , USA, [email protected]
Linda M. Phillips Canadian Centre for Research on Literacy , University of Alberta ,
Edmonton , AB , Canada, [email protected]
Miky Ronen Department of Instructional Systems Technologies , Holon Institute
of Technology , Holon , Israel, [email protected]
Liora Saar Hemda Science Center , Tel Aviv , Israel, [email protected]
Gregory Schraw Department of Educational Psychology , University of Nevada,
Las Vegas , Las Vegas, NV 89154 , USA, [email protected]
Daphne Sewing Public Lands Institute , University of Nevada , Las Vegas ,
Las Vegas, NV 89154 , USA, [email protected]
Marcel V. J. Veenman Department of Developmental and Educational Psychology,
Institute for Psychological Research , Leiden University , Leiden , The Netherlands,
[email protected]
Michelle Weibel Public Lands Institute , University of Nevada, Las Vegas ,
Las Vegas, NV 89154 , USA, [email protected]
David Whitebread Faculty of Education , University of Cambridge , Cambridge ,
UK, [email protected]
Larry D. Yore Department of Curriculum and Instruction , University of Victoria ,
Victoria , BC , Canada, [email protected]
Anat Zohar School of Education , Hebrew University of Jerusalem , Jerusalem ,
Israel, [email protected]
Chapter 1
Introduction
Anat Zohar and Yehudit Judy Dori
Research about metacognition and its implications for learning and instruction have
become a central issue in education. The call for teaching metacognitive skills is
considered one of the three main implications for instruction that emerged from over
three decades of research about how people learn; the two additional implications
being: (a) the call for teachers to draw out and consider students’ preexisting
understandings, and (b) the call to replace superfi cial coverage of all topics in a
subject area with in-depth coverage of fewer topics that allows key concepts in that
discipline to be understood. Metacognition is signifi cant across the curriculum and
an emphasis on metacognition needs to accompany instruction in each of the school
disciplines ( Bransford et al. 2 000 ).
There is ample evidence that metacognitive activities, or the metacognitive skills
they emanate from, appear to be domain general by nature, rather than domain
specifi c (see Chap. 2 , this volume). Yet, the specifi c metacognitive knowledge
required in each lesson varies according to the knowledge structure and specifi c
content of the discipline (Bransford et al. 2 000 ). In a history lesson, for example,
students might be asking themselves who is the writer of a document, and how does
that affect the interpretation of events. In biology, students might be engaged in
monitoring their understanding of the relationship between structure and function of
an organ. In chemistry, they may focus on monitoring their understanding of the
A. Zohar (*)
School of Education , Hebrew University of Jerusalem , Jerusalem , Israel
e-mail: [email protected]
Y. J. Dori
Department of Education in Technology and Science and the Division of Continuing
Education and External Studies, Technion, Israel Institute of Technology, Haifa, Israel
e-mail: [email protected]
The Center for Educational Computing Initiatives, Massachusetts Institute of Technology,
Cambridge, MA, USA
A. Zohar and Y.J. Dori (eds.), Metacognition in Science Education: Trends in Current 1
Research, Contemporary Trends and Issues in Science Education 40,
DOI 10.1007/978-94-007-2132-6_1, © Springer Science+Business Media B.V. 2012
