A SYSTEMATIC LITERATURE REVIEW OF STUDIES ON METACOGNITION IN SCIENCE, PHYSICS, CHEMISTRY AND BIOLOGY EDUCATION

Abstract

Metacognition, the ability to be aware of, monitor, and, when necessary, regulate one's own thinking processes, is crucial in education as it enables students to manage their learning processes more consciously. In this study, articles related to metacognition in the Web of Science database between 2009 and 2025 were identified for the purpose of a systematic literature review of metacognition-themed research in science fields. These articles were screened according to inclusion and exclusion criteria, and the remaining 32 articles were examined. Publications in the field of cognitive science in the natural sciences have been found to be most prevalent in chemistry and science education, and least prevalent in physics and biology education. The participating groups have been found to consist predominantly of university-level teacher candidates and secondary school students. Sample sizes range from 30 to 950. In studies featuring quasi-experimental, experimental, and causal comparative designs, the metacognitive awareness inventory (MAI), problem-solving tests, reflective thinking forms, observations, and questionnaires are frequently used data collection tools. According to the findings of the study, incorporating metacognitive strategies into teaching processes has been found to enhance students' academic achievement, motivation, problem-solving, and self-regulation skills. Structured metacognitive activities have been found to be effective in reducing misconceptions and improving students' attitudes towards learning. It has been observed that supporting the sub-dimensions of metacognition, particularly planning, monitoring, evaluation and decision-making, in the educational process contributes to the development of scientific thinking and learning responsibility in students. Furthermore, it is recommended that metacognition-based teaching approaches in science subjects such as physics, chemistry and biology be systematically structured and that practical examples targeting these skills be increased in teacher training.

Keywords: Science education fields, metacognitive awareness, systematic literature review, metacognition.

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