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 comprehension metacognition in biology and instructional methods I have used to enhance students= metacognition about their science learning and to enhance science professors= metacognition about their teaching.
CITATION STYLE
Hartman, H. J. (2001). Metacognition in Science Teaching and Learning (pp. 173–201). https://doi.org/10.1007/978-94-017-2243-8_9
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