Embedded Metacognitive learning to Enhance the educational Socioscientific Decision-Making of Science Students'

The current research set out to find out how different kinds of collaborative training affected students' ability to make socioscientific decisions and their metacognitive abilities in a science classroom setting. Both presenting socioscientific issues and proposing and evaluating solutions to such difficulties are part of socioscientific decision making. We looked at two different collaborative training techniques that were built using the IMPROVE method and had different embedded metacognitive instructions. Three hundred and thirty-five seniors from three different high schools participated: one in a traditional collaborative learning context (COLED), another in which metacognitive questions were embedded (COLED+EMB), and a control group that did not receive any kind of intervention. On both aspects of socioscientific decision making, the results show that students in the two training circumstances fared better than students in the control group. Students in the COLED+EMB condition were not more successful than those in the COLED condition, nevertheless. All conditions showed an improvement in students' learning outcomes on the regulatory component of metacognition over time. The posttest results showed that students in the COLED+EMB condition performed the best on average, but these findings were not statistically significant. The discussion centres on the potential consequences of incorporating metacognitive instruction into scientific courses.