Author(s): Ankita and Kumar Khagendra

Abstract: This study delves into the transformative potential of metacognitive strategies to enhance science achievement among secondary students. Metacognition, defined as “thinking about thinking,” encompasses self-awareness and regulation of cognitive processes, enabling learners to plan, monitor, and evaluate their understanding effectively. These strategies are especially significant in science education, where abstract concepts and problem-solving skills are central to success. The paper presents a robust theoretical framework, integrating key metacognitive theories such as Flavell’s model, constructivist learning theory, and cognitive load theory. Together, these frameworks highlight the role of metacognitive strategies in fostering deep learning, critical thinking, and self-regulated learning. Practical applications of these strategies in science classrooms are explored, including reflective journaling, self-assessment, and think-aloud protocols, all of which empower students to take ownership of their learning. Despite the documented benefits, implementing metacognitive strategies faces challenges. Teacher training gaps, resistance to change from traditional practices, and variability in student readiness are significant barriers. This research addresses these obstacles by recommending professional development for educators and phased integration of metacognitive practices into curricula. By emphasizing both theoretical insights and practical approaches, this study underscores the critical role of metacognitive strategies in preparing students for the demands of 21st-century scientific learning. These strategies not only enhance academic achievement but also equip students with lifelong learning skills necessary for navigating the complexities of modern science and technology.

DOI: 10.22271/27891607.2024.v4.i2d.240

Pages: 288-292 | Views: 342 | Downloads: 173

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