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Running Head: LITERATURE REVIEW 1
Running Head: LITERATURE REVIEW 1
Literature Review
Marissa C. Mizuno
National University
LITERATURE REVIEW
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Abstract
This paper provides a review of literature that supports the idea that students should engage in
metacognitive activity to increase understanding of and responsibility for their own learning.
This is addressed in Standard 4 of the Instructional Practice Domain of the Nevada Educator
Performance Framework.
LITERATURE REVIEW
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Literature Review
LITERATURE REVIEW
practices, collaborative support, and technology integration (Schraw, Crippen, & Hartley, 2006,
p. 117). While these strategies may increase learning, teachers must also facilitate self-reflection
to enable students to develop the metacognitive lifelong learning skills needed to succeed at
higher levels of science, and to reconstruct their conceptual knowledge and procedural strategies
when necessary (Schraw, Crippen, & Hartley, 2006, p. 117). Facilitating metacognitive
reflection enhances students understanding scientific structures and ideas, allowing them to gain
a deeper understanding of science content and to transfer that knowledge more readily (Zohar &
Dori, 2012, p. 22).
LITERATURE REVIEW
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References
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education:
Metacognition as part of a broader perspective on learning. Research in Science
Education, 36(1), 111-139.
Zohar, A., & Dori, Y. J. (2012). Metacognition in science education: Trends in current research.
Springer.