Résumé de la recherche

Résumé:

This article presents a comprehensive analysis of metacognition in educational settings, synthesizing research findings from multiple studies conducted across various educational levels and disciplines. Drawing on a compilation of doctoral research, this review examines the theoretical foundations, practical applications, and empirical evidence regarding metacognitive strategies in classroom environments. The investigation encompasses studies in Physics, Biology, Mathematics, Geometry, and Vocational Education, involving participants from elementary through higher education. Results demonstrate that explicit metacognitive instruction significantly enhances student learning outcomes, promotes intellectual autonomy, and develops self-regulation capabilities. Key findings indicate that metacognitive interventions—including conceptual maps, KWHL charts, reflective questioning, portfolios, and learning diaries—effectively activate students' awareness of their cognitive processes and their capacity to plan, monitor, and evaluate their own learning. The research further establishes that metacognitive thinking can be systematically developed through intentional pedagogical design, with implications for teacher training and professional development. This article contributes to the growing body of literature on metacognition in science education by providing empirical evidence across diverse educational contexts and proposing practical frameworks for classroom implementation.