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Direct linkvan Opstal, Mary T.; Daubenmire, Patrick L. – International Journal of Science Education, 2015
Metacognition can be described as an internal conversation that seeks to answer the questions, "how much do I really know about what I am learning" and, "how am I monitoring what I am learning?" Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when…
Descriptors: Metacognition, Science Instruction, Qualitative Research, Heuristics
