Research School Network: Metacognition and Self regulation Booklets – Science A series designed in collaboration with the University of Lincoln

This is the fourth in the series of 5 booklets that will look at how the seven-step model from the metacognition and self-regulation guidance report is used as a ​‘scaffolding framework, that deliberately shifts the responsibility from the teacher to the pupil’ to model independence for students.

This booklet looks at:

• The definition of metacognition and self-regulation.
• Why is this important in primary science and what can we learn from the evidence.
• What this might look like in the primary science classroom.
• Metacognitive strategies.
• Using the EEF’s seven-step model.
• What kind of teacher development supports metacognition in science.
• How can science leads monitor metacognition in science.
• Useful wider reading

Share this booklet with colleagues and follow us on X @KyraResearch, so you don’t miss out on our next one on explicit vocabulary instruction.