Metacognition is commonly defined as thinking about one’s own thinking. Metacognition and its implications for learning and instruction have become a central issue in educational research, specifically within chemical education research. This talk will provide an overview of the current research trends in chemistry education research related to metacognition.  These trends consist of the improving students’ metacognitive thinking, improving students’ skills (such as critical thinking, problem-solving or higher-order thinking), and improving students’ knowledge and conceptual understanding of chemistry. In addition, researchers have investigated scaffolds that promote students’ metacognitive strategies within the laboratory setting.  Teaching metacognition is considered one main recommendations for improving instruction that emerged from over decades of research on how people learn.  Therefore, a discussion of how to implementing the research findings into practice will then be discussed.

Fostering student learning of chemistry through metacognition: Linking current metacognitive research with practice

253rd National Meeting (2017)

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