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Metacognition in Learning and Instruction pp 173–201Cite as

Metacognition in Science Teaching and Learning

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Part of the book series: Neuropsychology and Cognition ((NPCO,volume 19))

Abstract

Recent research on science teaching and learning emphasizes the importance of active, meaningful learning, with metacognitive processing by both teachers and learners. This chapter describes research on students’ reading metacognition and misconceptions in biology and instructional methods 1 have used to enhance students’ metacognition about their science learning and to enhance science professors’ metacognition about their teaching.

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Author information

Authors and Affiliations

  1. Department of Education, City College of City University of New York, USA

    Hope J. Hartman

  2. Department of Educational Psychology Graduate School and University Center, City University of New York, USA

    Hope J. Hartman

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  1. Hope J. Hartman
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Editors and Affiliations

  1. Department of Education, The City College of the City University of New York, New York, NY, USA

    Hope J. Hartman (Professor of Education, Professor of Educational Psychology) (Professor of Education, Professor of Educational Psychology)

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© 2001 Springer Science+Business Media Dordrecht

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Hartman, H.J. (2001). Metacognition in Science Teaching and Learning. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_9

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  • DOI: https://doi.org/10.1007/978-94-017-2243-8_9

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-481-5661-0

  • Online ISBN: 978-94-017-2243-8

  • eBook Packages: Springer Book Archive

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