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This open access book addresses the evasive problem of why truly effective educational innovation on a wide scale is so difficult to achieve, and what leaders may do about this. Examining the case of system-wide reform processes centering on teaching a thinking-rich curriculum, it discusses general issues pertaining to implementing deep, large-scale changes in the core of learning and instruction. The book emphasizes challenges related to professional development, assessment, achievement gaps, and the tension between knowledge and skills in 21st century curricula. It summarizes insights the author has gained from approximately 25 years of engaging with these topics both as an academic and as a practitioner who led a national change process. With a Forward by David Perkins.

Educational change. --- Educational innovations. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational innovations --- Innovations --- Technological innovations --- Experimental methods --- Education and state. --- International education. --- Comparative education. --- Teachers—Training of. --- Educational Policy and Politics. --- International and Comparative Education. --- Teaching and Teacher Education. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- History --- Government policy --- Reforma de l'educació --- Innovacions educatives --- Política educativa --- Innovacions educatives.

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Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning?  Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology.  Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.

Learning. --- Metacognition. --- Science -- Study and teaching -- Research. --- Teaching. --- Science --- Metacognition --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Theory & Practice of Education --- Education, Special Topics --- Sciences - General --- Study and teaching (Higher) --- Study and teaching. --- Science education --- Scientific education --- Meta knowledge --- Metamemory --- Education. --- Science education. --- Science Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Cognition --- Self-control --- Self-perception --- Instruction. --- Learning process --- Comprehension --- Metacognició --- Ensenyament científic --- Educació científica --- Ensenyament de la ciència --- Ensenyament --- Ensenyament de la química --- Educació STEM --- Metaconeixement --- Autoconcepte --- Autocontrol --- Cognició --- Estratègies d'aprenentatge

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