Thinking about Knowing and Learning: Metacognitive and Epistemological Limitations on Science Learning

In earlier chapters it was suggested that one faculty that is fundamental to human intellect is the ability to be aware of, and reflect upon, our own mental activity. Whilst this is certainly not comprehensive (as suggested in Chapter 5, much of our knowledge is tacit, and operates without our conscious control or awareness), it is nonetheless vital to our ability to develop critical patterns of thought. This chapter considers the role of students’ thinking about their own thinking in their science learning.