A review of research on metacognition in science education: current and future directions

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The Metacognitive Demands and Opportunities of Generative AI (2023, background): “Studies have shown that improved metacognition helps individuals with management of time, focus, and effort [212], problem-solving [67], academic performance [45, 52, 106, 126, 180, 214], emotional well-being [200], and overall decision-making [206].”
Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education (2020, background): “Indeed, posing questions is considered an effective medium to prompt students to engage in metacognitive reflection (Zohar & Barzilai, 2013), however, Dyment and O’Connell (2011) raise concerns about their effective implementation.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “…variables beyond the classroom observations, either focused on teachers’ pedagogical beliefs or their self-efficacy beliefs, but only very little research has addressed teachers’ knowledge about SRL and their pedagogical knowledge about how to promote SRL so far (see also Zohar and Barzilai 2013).”