| Abstract: | Metacognition, or ′thinking about thinking′, can improve scientific literacy and practices. It involves knowledge of cognition, i. e., being cognisant of one‘s knowledge, and regulation of cognition, i. e., consciously controlling the process of knowledge acquisition. A self‐regulated learner can assimilate new knowledge, conduct inquiry, solve problems and plan ahead his or her learning. While studies have been conducted on metacognition in chemistry education, none have included detailed assignments covering a range of metacognitive strategies. Our review of studies on metacognition in chemistry secondary and higher education also includes also several exemplary assignments on the energy topic for facilitating and assessing metacognition in high school classrooms. We use metacognitive prompts and the construct of chemistry understanding levels, macroscopic, microscopic, symbol, and process, as an approach for metacognitive intervention. Finally, we provide recommendations for educators and a rubric for researchers. |
