The Inquiry Laboratory as a Source for Development of Metacognitive Skills

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Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Therefore, students exposed to hands-on science instruction frequently get significantly higher scores in science than those students who experienced hands-on science infrequently (eg, Jaakkola & Nurmi, 2008 ; Klahr, Triona, & Williams, 2007 ).”
Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments (2013, background): “These activities, especially throughout the open-ended-type inquiry experiments, encourage a discourse that enables the students to develop both cognitive and metacognitive skills (Kipnis and Hofstein 2008).”
The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, background): “Data support that when properly developed, inquiry-centred laboratories have the potential to enhance students to communicate and defend scientific arguments (Kipnis & Hofstein, 2008).”
A review of research on metacognition in science education: current and future directions (2013, unknown): “…their thinking and learning (e.g. Arsal, 2010; Dianovsky & Wink, 2012; Georghiades, 2006; Nielsen, Nashon, & Anderson, 2009), reflective essays (e.g. Kipnis & Hofstein, 2008), or written responses to reflective prompts (e.g. Heller, Daehler, Wong, Shinohara, & Miratrix, 2012; Lewis et al., 2011).”