Metacognition and the next generation science standards

Abstract

Middle school seventh grade science students need to improve retention, understanding, and transfer of the science and engineering practices within the Next Generation Science Standards. Metacognitive strategies were introduced to the students' lessons at the beginning and end of each meeting time to reflect on the practice or practices used during the lesson, lab, or activity. Quarter grades from assessments covering the practices were used before and after the intervention to measure learning gains. Student surveys were also administered to determine understanding, enjoyment, and engagement of the technique. Interpretation and conclusion are to be discussed after completion of this action research.