A review of research trends on meta-cognitive in science education within the past decade

초록

Metacognition and its implications for learning and instruction have become a central issue in educational research. The objective of the current review is mapping the field of metacognitive research trends in science education within the past decade. Furthermore, this study build the state of the art on meta-cognitive and describe the possibility research in the future. This study as a baseline for further research which focus on meta-cognitive integrated with other skills. The survey was implemented as method for this research. The major purpose of surveys is to describe the characteristics of a population. The subject for this study is 30 articles which is focusing on meta-cognitive in science education and have highest citation within the past decade (year 2009-2019). The articles come out from databases `Google scholar' and from reputable journals. Form of coding scheme is main instrument for this study. The finding describes that Research trends on meta-cognitive in science education dominant conducted in higher education for pre-service teachers. Furthermore, for metacognitive aspects generally focus on aspect Metacognitive Skills (MS) sub aspect regulating/controlling and Metacognitive Knowledge (MK) about strategies for science concepts in domain-general. Meanwhile, based on role, research on meta-cognitive focus as the input. The implication of research trends on metacognitive provide opportunities for conducting research in lower education for discipline-specific science. The further research also can assess on Metacognitive Experiences (ME) and Metacognitive Skills for sub aspect monitoring, evaluating and planning.