Metacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition

By M. Veenman. 2012

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/dcc4fd170f7ca328da6fb2719ab908122055de25

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sarit Barzilai
2. Anat Zohar
3. A. Ben David
4. Clark A. Chinn
5. Troy D. Sadler
6. Jonathan Osborne
7. Jeffrey Alan Greene
8. Yehudit Judy Dori

In Education

1. Sarit Barzilai
2. Anat Zohar
3. Clark A. Chinn
4. Troy D. Sadler
5. Jonathan Osborne
6. Jeffrey Alan Greene
7. A. Ben David
8. Yehudit Judy Dori

Citations in the corpus

• A review of research on metacognition in science education: current and future directions (2013, background): “…contextualised and depends upon multiple factors, including students’ age, the nature of the task, the metacognitive component under consideration and the level and focus of analysis (Flavell et al., 2002; Neuenhaus, Artelt, Lingel, & Schneider, 2011; Veenman, 2011, 2012; Veenman et al., 2006).”