The field of metacognition in science education is currently in a state of rapid growth and expansion. Metacognition and its implications for learning and instruction have become a central issue in chemical education research. Over the past five years, the chemistry education research community has extensively conducted research in a variety of areas related to metacognition and student learning. One of the main goals of this book is to provide readers with an extensive review of the current research in metacognition conducted by the chemistry education research community. The topics of metacognitive research addressed in each chapter are aligned with the central goals of STEM education. These goals include: developing learners’ conceptual understanding of science, scientific thinking skills (problem solving, critical thinking, and conceptual understanding), inquiry skills, practices of self-regulated learning, conceptual change and assessment. The second goal of this book is to build connections between research and practice. In order to teach metacognition successfully, educators at all levels need sound knowledge of metacognition as well as sound pedagogical knowledge in the context of teaching metacognition. Each chapter will provide readers with a rich repertoire of research-based instructional practices and tools for which they can utilize in their classrooms to help foster student growth in metacognitive thinking at all grade levels (K-16).

Metacognition in chemistry education: Connecting research and practice

254th National Meeting (2017)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.