Metacognition and Self-Regulation in Science Learning

The purpose of this chapter is to review the recent research on metacognition and self-regulated learning and to discuss the implications of this research for science education in Latin America. We draw on self-regulated science learning experiences to illustrate effective instructional methods and the development of metacognitive regulation. In particular, we recover the works carried out on metacognitive vigilance regarding epistemological obstacles in the teaching of biology.