Metacognition as an Element of the Scientific Process 

Mary T. van Opstal, Patrick L. Daubenmire 

The operational functions of metacognition parallel scientific thinking. We ask questions. We collect information. We evaluate that information. We find gaps in that information, and look to fill those gaps. This chapter shares ideas for how these two ways of thinking run in tandem to one another, and how such processes can be engaged and activated in learners in the instructional laboratory setting. Through the instructional venue of several inquiry-based approaches, students can develop and use these skills both during and outside of laboratory classroom environments. Many of these approaches have demonstrated increased metacognitive awareness and use by students as well as improved academic performance.

DOI: 10.1021/bk-2017-1269.ch004