Enhancing science learning through metacognitive awareness

Metacognitive awareness refers to thinking about one’s thinking and learning processes. It involves setting learning goals, monitoring progress, and evaluating the effectiveness of different study strategies. By becoming more aware of their cognitive processes, students can develop a deeper understanding of the subject matter and support long-term knowledge retention. This paper attempts to review the existing literature on instructional strategies that have been found effective and promising in promoting metacognitive awareness, which leads to the enhancement of learning and performance of secondary school students studying Science. It also discusses the potential benefits of incorporating metacognitive instruction in secondary science education. The literature suggests that metacognitive strategies significantly enhance secondary students’ science learning. Various studies have proved that metacognitive instructions and specific metacognitive strategies are effective in improving science achievement. Furthermore, metacognitive strategies such as setting learning goals, planning and monitoring progress, and evaluating and revising understanding are particularly effective in enhancing science learning. However, more research is needed to fully understand how metacognition leads to improved science learning and to develop practical instructional approaches that can be widely implemented in secondary science classrooms.