Project Abstract

This research project aims to investigate the role of metacognitive strategies in promoting effective biology learning among high school students. Metacognition refers to the awareness and control of one's own thinking processes, and it has been shown to enhance learning outcomes in various educational contexts. The study will explore how metacognitive strategies, such as self-reflection, goal-setting, and monitoring, can be applied in the context of biology education to improve students' understanding and retention of biological concepts. The research will employ a mixed-methods approach, including surveys, interviews, and classroom observations, to gather data on students' use of metacognitive strategies and their impact on learning outcomes. The findings of this study will contribute to the understanding of metacognition in biology education and provide practical recommendations for educators to incorporate metacognitive strategies into their teaching practices.

Project Overview