Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

Schraw, Gregory; Crippen, Kent J.; Hartley, Kendall

doi:10.1007/s11165-005-3917-8

Cited by 1,529Innovative Teaching and Learning MethodsScience Education and PedagogyEducational Strategies and Epistemologies

Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

Schraw, Gregory, Crippen, Kent J., Hartley, Kendall·2006·Research in Science Education

DOI 10.1007/s11165-005-3917-8

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Metacognitive knowledge is task-specific.
“Since metacognitive knowledge contains a repertoire of specific strategies such as note-taking or summarizing the main ideas of a nonfiction text, it can be defined as task-specific (Schraw et al. 2006).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Schraw et al. 2006

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Authors: Schraw, G., Crippen, K. J., & Hartley, K.
Affiliations: University of Nevada, Reno (US)
ORCID: Crippen, Kent J.
Hartley, Kendall
Venue: Research in Science Education
Publisher: Springer Science and Business Media LLC
Published: 2006-03
Volume: 36
Issue: 1-2
Pages: 111-139
ISSN: 0157-244X (ISSN-L)
1573-1898
DOI: 10.1007/s11165-005-3917-8
OpenAlex: W2038252642
Cited by: 1,529
References: 132
Citations by year: 2026: 76 · 2025: 100 · 2024: 111 · 2023: 112 · 2022: 118 · 2021: 107 · 2020: 100 · 2019: 124 · 2018: 121 · 2017: 95 · 2016: 88 · 2015: 78 · 2014: 74 · 2013: 69 · 2012: 59
FWCI: 19.27
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Research in Science Education (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: student self-regulation, metacognition, science education, motivation, teaching methods, inquiry-based learning, cooperative learning, problem-solving instruction, mental models, educational technology, self-efficacy, epistemological beliefs

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Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

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