You are here: Home / Metacognition in Science Education

Metacognition in Science Education

Metacognition in Science

The following research topics are the main areas of focus of the research group ‘Metacogniton in Science’.

Guided-inquiry lab-based environments (GILBE)

Conceptual knowledge and understanding in Science, Technology, Engineering and Mathematics (STEM) disciplines are the results of scientific inquiry. Understanding the full meaning of scientific inquiry requires understanding of the scientific enterprise itself (‘nature of science’ or ‘NOS’) and the practices of generating scientific knowledge and insights (‘scientific processes’). Learning as such involves the real-time deployment of cognitive, affective, metacognitive and motivational (CAMM) processes.

This research studies student-centred STEM learning environments that comprise elements such as guided-inquiry hands-on lab-experiences with a special focus on instruction supporting the development of cognitive and metacognitive processes.

 Judgment of learning (JOL)

Students have difficulties accurately assessing their learning in almost all domains. Such poor judgments accuracy undermines the effectiveness of students’ self-regulated learning. Techniques to improve their judgment accuracy has been a major objective for metacognitive research for decades. This research focusses on the development, implementation and evaluation of instruments  for improving students’ judgement accuracy in the domain of science (STEM).

 

Members of the research group ‘Metacogniton in Science’

  • Prof. dr. M. Crauwels (head)
  • S. Baeten
  • Dr. I. Lebeau
  • Dr. C. Schramme

Students

  • D. Moechars

Collaborations with

  • Prof. Dr. F. Dochy (KU Leuven)
  • Prof. Dr. Z. Mevarech (Bar-IIan University Israel)
  • Prof. Dr. R. Azevedo (North Carolina State University)