Chapter 1 Introduction

Chapter 2 Metacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition

Chapter 3 Reading Science: How a Naive View of Reading Hinders So Much Else

Chapter 4 Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program

Chapter 6 Self-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding

Chapter 7 The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations

Chapter 8 The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education

Chapter 9 Explicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and Teachers’ Professional Development

Chapter 10 A Metacognitive Teaching Strategy for Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science

Chapter 11 Toward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from Natural and Social Sciences, Teacher Education, and Classroom Practice