Chapter 3: The Metacognitive Science Teacher: A Statement for Enhanced Teacher Cognition and Pedagogy

In the invitation to contribute to this book, prospective authors were asked to consider several foci regarding contemporary science teaching approaches. These included that students should be fostered to construct scientific knowledge as a process of inquiry rather than as passive learners, and that science teaching approaches should enhance students’ conceptual understanding of scientific concepts. Also outlined was how the book would develop a deeper knowledge of current best practice in science education and introduce contemporary pedagogical approaches in science teaching. The position taken in this chapter is that a substantial understanding of metacognition is an essential precursor for enabling teachers to engage in practices that are consistent with achieving student learning outcomes that are consistent with the aforementioned foci.