Metacognition and Self-Regulation in Science Learning

Abstract

Encouraging the development of metacognition (MC) in high school students is often one of the overall goals of science education. Although researchers do not agree on a single definition of MC, most consider it to be the ability to reflect on thinking (one?s own or others?) and to regulate it (Monereo et al., 2012; Pérez & González Galli, 2020; Pozo, 2016; Sanmartí, 2002; Rosa et al., 2020; Rosa & Darroz, 2022; Tamayo Alzate et al., 2017). Supporting the development of MC in science education fulfills a dual role. First, MC is a necessary condition for under-standing scientific models (Justi & Maia, 2009; Pozo, 2014; Perez, 2021; Sanmartí, 2002). Second, MC is an important element within critical thinking, in the sense that being aware of one?s own thinking (or that of others) allows its regulation in problematic situations that involve making decisions or making value judgments (Facione, 2020; González Galli, 2019; Tamayo Alzate et al., 2017).Many studies suggest that having a high metacognitive capacity allows autono-mous learning throughout life, beyond school. In addition, it serves to make indi-viduals aware of the ways in which they solve tasks and improve these resolution processes (Klimenko & Alvares, 2009; Monereo et al., 2012; Otero & Rosa, 2023; Pozo, 2016; Ritchhart et al., 2014).These justifications tend to be associated with the development of young people who are more capable of working or surviving in the uncertainties to which we are subjected (particularly) in countries with economic uncertainty. However, we can also consider that fostering MC in our students will be a way to empower them, in the sense of allowing them to reflect on certain ways of thinking that cross the hegemonic discourses of common sense in the field of politics, the media, social networks, or the subjects? own discourse.In this chapter, we consider a definition of metacognition that is useful for teaching natural sciences and is often used by researchers in the field of science education. We will also review the connections between this concept and the idea of self-regulation. Next, we will present advances in relation to these topics in the area of Latin American science education, focusing on some particular developments, such as the relationship between MC and epistemological obstacles. Finally, we offer examples of this relationship from our own research and close the chapter with some reflections on how to continue to nurture the work in this area.