• Introduction.- Metacognition in science education: Definitions, constituents, and their intricate relation with cognition.- Reading science: How a naive view of reading hinders so much else.- Metacognitive knowledge and field-based science learning in an outdoor environmental education program.- The role of metacognition in students’ understanding and transfer of explanatory structures in science.- Self-regulated learning and conceptual development in young children: The development of biological understanding.- The role of knowledge integration in learning chemistry with dynamic visualization.- The relationship between metacognition and the ability to pose questions in chemical education.- Explicit teaching of meta-strategic knowledge: definitions, student’ learning, and teachers’ professional development.- A metacognitive teaching strategy for pre-service teachers: Collaborative diagnosis of conceptual understanding in science.- Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education and classroom practice.

From the reviews: "The book provides a comprehensive and detailed background on metacognition, and a clear perspective of recent research studies that testify to the value of metacognition for science learning. ... is highly recommended for a wide readership as it provides a valuable resource for college or university teaching of metacognition ... . It clearly highlights the implications of metacognition research for science learning and teaching and provides meaningful insights for classroom practitioners. ... discussion of recent studies is informative and should prompt ideas for further studies." (Umesh Ramnarain, International Journal of Environmental & Science Education, Vol. 7 (2), April, 2012) "This book aims to promote the teaching of metacognitive skills by providing both a useful theoretical introduction about metacognition and its role in science education, as well as several chapters of case studies from across the science disciplines. ... book has several useful case studies of a similar nature, along with data on their effectiveness in teaching. These, along with the extensive literature review chapters, will make it useful to both educational researchers and educators interested in embedding the teaching of metacognition in their practice." (Michael Seery, Education in Chemistry, January, 2013)

• Introduction.- Metacognition in science education: Definitions, constituents, and their intricate relation with cognition.- Reading science: How a naive view of reading hinders so much else.- Metacognitive knowledge and field-based science learning in an outdoor environmental education program.- The role of metacognition in students’ understanding and transfer of explanatory structures in science.- Self-regulated learning and conceptual development in young children: The development of biological understanding.- The role of knowledge integration in learning chemistry with dynamic visualization.- The relationship between metacognition and the ability to pose questions in chemical education.- Explicit teaching of meta-strategic knowledge: definitions, student’ learning, and teachers’ professional development.- A metacognitive teaching strategy for pre-service teachers: Collaborative diagnosis of conceptual understanding in science.- Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education and classroom practice.

From the reviews: "The book provides a comprehensive and detailed background on metacognition, and a clear perspective of recent research studies that testify to the value of metacognition for science learning. ... is highly recommended for a wide readership as it provides a valuable resource for college or university teaching of metacognition ... . It clearly highlights the implications of metacognition research for science learning and teaching and provides meaningful insights for classroom practitioners. ... discussion of recent studies is informative and should prompt ideas for further studies." (Umesh Ramnarain, International Journal of Environmental & Science Education, Vol. 7 (2), April, 2012) "This book aims to promote the teaching of metacognitive skills by providing both a useful theoretical introduction about metacognition and its role in science education, as well as several chapters of case studies from across the science disciplines. ... book has several useful case studies of a similar nature, along with data on their effectiveness in teaching. These, along with the extensive literature review chapters, will make it useful to both educational researchers and educators interested in embedding the teaching of metacognition in their practice." (Michael Seery, Education in Chemistry, January, 2013)

• Introduction.- Metacognition in science education: Definitions, constituents, and their intricate relation with cognition.- Reading science: How a naive view of reading hinders so much else.- Metacognitive knowledge and field-based science learning in an outdoor environmental education program.- The role of metacognition in students’ understanding and transfer of explanatory structures in science.- Self-regulated learning and conceptual development in young children: The development of biological understanding.- The role of knowledge integration in learning chemistry with dynamic visualization.- The relationship between metacognition and the ability to pose questions in chemical education.- Explicit teaching of meta-strategic knowledge: definitions, student’ learning, and teachers’ professional development.- A metacognitive teaching strategy for pre-service teachers: Collaborative diagnosis of conceptual understanding in science.- Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education and classroom practice.

From the reviews: "The book provides a comprehensive and detailed background on metacognition, and a clear perspective of recent research studies that testify to the value of metacognition for science learning. ... is highly recommended for a wide readership as it provides a valuable resource for college or university teaching of metacognition ... . It clearly highlights the implications of metacognition research for science learning and teaching and provides meaningful insights for classroom practitioners. ... discussion of recent studies is informative and should prompt ideas for further studies." (Umesh Ramnarain, International Journal of Environmental & Science Education, Vol. 7 (2), April, 2012) "This book aims to promote the teaching of metacognitive skills by providing both a useful theoretical introduction about metacognition and its role in science education, as well as several chapters of case studies from across the science disciplines. ... book has several useful case studies of a similar nature, along with data on their effectiveness in teaching. These, along with the extensive literature review chapters, will make it useful to both educational researchers and educators interested in embedding the teaching of metacognition in their practice." (Michael Seery, Education in Chemistry, January, 2013)