ABSTRACT
Science is a very popular subject for metacognitive interventions. Most research is in secondary school and (particularly) in higher education. The most popular intervention is the embedding of metacognitive cues and prompts in ongoing science instruction, although many other interventions are listed. However, neither review gave any summary of outcomes. Another study found planning and monitoring/self-checking the most used strategies. Metacognitive intervention has also been used with teachers in training. The specimen program was with ninth grade students using metacognitive scaffolding. It found the intervention was very effective and very well received by the students.
