<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172023000100323</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240159</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INSTRUMENTOS DE AVALIAÇÃO DO PENSAMENTO METACOGNITIVO ASSOCIADOS AO ENSINO DE CIÊNCIAS]]></article-title>
<article-title xml:lang="es"><![CDATA[INSTRUMENTOS DE EVALUACIÓN DEL PENSAMIENTO METACOGNITIVO ASOCIADOS A LA ENSEÑANZA DE LAS CIENCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[METACOGNITIVE THOUGHT ASSESSMENT INSTRUMENTS ASSOCIATED WITH SCIENCE TEACHING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boszko]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci Teresinha Werner da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delord]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo Programa de Pós-Graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla Faculdade de Ciencias da Educacion Departamento de Didáctica de las Ciencias Experimentales y Sociales]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172023000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100323&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O estudo apresenta uma revisão das produções estrangeiras publicadas na base de dados Education Resources Information Center (ERIC), associados ao uso da metacognição em intervenções didáticas em Biologia. A problemática está na dificuldade e limitação quando se trata de avaliar a presença do pensamento metacognitivo. Partindo da pergunta: quais os instrumentos utilizados para produção de dados que as pesquisas têm empregado quando se trata de estudos de intervenção didática guiada pela metacognição? Analisa 22 trabalhos quanto aos instrumentos, que correspondem a um universo de onze métodos distintos, sendo os questionários os mais utilizados. O estudo verifica um crescimento nas pesquisas a partir de 2014, um foco de pesquisas nos Estados Unidos e no ensino superior. Aponta para a carência de trabalhos envolvendo formação de professores e para os resultados promissores dos estudos em termos de potencialidade para a aprendizagem, constatando a existência de uma diversidade de entendimentos de metacognição.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El estudio presenta una revisión de producciones extranjeras publicadas en la base de datos Education Resources Information Center (ERIC), asociadas al uso de la metacognición en intervenciones didácticas en Biología. El problema radica en la dificultad y limitación a la hora de valorar la presencia de pensamiento metacognitivo. Partiendo de la pregunta: ¿qué instrumentos se han utilizado para producir datos que la investigación ha empleado cuando se trata de estudios de intervención didáctica guiada por la metacognición? Se analizan 22 trabajos en cuanto a instrumentos, que corresponden a un universo de once métodos diferentes, siendo los cuestionarios los más utilizados. El estudio verifica un crecimiento en la investigación a partir de 2014, un foco de investigación en los Estados Unidos y en la educación superior. Señala la falta de trabajos que involucren la formación de profesores y los resultados prometedores de los estudios en términos de potencialidades para el aprendizaje, destacando la existencia de una diversidad de comprensiones de la metacognición.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The study presents a review of foreign productions published in the Education Resources Information Center (ERIC) database, associated with the use of metacognition in didactic interventions in Biology. The problem lies in the difficulty and limitation when it comes to assessing the presence of metacognitive thinking. Starting from the question: what instruments have been used to produce data that research has employed when it comes to didactic intervention studies guided by metacognition? It analyzes 22 works in terms of instruments, which correspond to a universe of eleven different methods, with questionnaires being the most used. The study verifies a growth in research from 2014, a focus of research in the United States and in higher education. It points to the lack of work involving teacher training and to the promising results of studies in terms of potential for learning, noting the existence of a diversity of understandings of metacognition.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estado do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Instrumentos avaliativos]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento metacognitivo]]></kwd>
<kwd lng="es"><![CDATA[Estado del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Instrumentos de evaluación]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento metacognitivo]]></kwd>
<kwd lng="en"><![CDATA[State of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Evaluative instruments]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive thinking]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Thomas]]></surname>
<given-names><![CDATA[G. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Nashon]]></surname>
<given-names><![CDATA[S. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social barriers to meaningful engagement in Biology field trip group work]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2008</year>
<volume>93</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>511-34</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Armstrong]]></surname>
<given-names><![CDATA[N. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Wallace]]></surname>
<given-names><![CDATA[C. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Chang]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning from Writing in College Biology]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year>2008</year>
<volume>38</volume>
<page-range>483-99</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aurah]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cassady]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Mcconell]]></surname>
<given-names><![CDATA[T. J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Genetics problem solving in high school testing in Kenya: effects of metacognitive prompting during testing]]></article-title>
<source><![CDATA[Electronic Journal of Science Education]]></source>
<year>2014</year>
<volume>18</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel]]></surname>
<given-names><![CDATA[D. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Novak]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hanesian]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicología Educativa: un punto de vista cognoscitivo]]></source>
<year>1983</year>
<edition>2. ed.</edition>
<publisher-loc><![CDATA[Cidade do México ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Trillas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aydin]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An analysis of the relationship between high school students&#8217; self-efficacy, metacognitive strategy use and their academic motivation for learn Biology]]></article-title>
<source><![CDATA[Journal of Education and Training Studies]]></source>
<year>2015</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>53-9</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barleta]]></surname>
<given-names><![CDATA[M. C. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[J. L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[J. R]]></given-names>
</name>
</person-group>
<source><![CDATA[Fontes de pesquisa e bases de dados especializadas]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bogdan]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Biklen]]></surname>
<given-names><![CDATA[S. K]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigação qualitativa em educação]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boszko]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Diários de aprendizagem e os processos metacognitivos: estudos envolvendo professores de física em formação inicial]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Passo Fundo ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de Passo Fundo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bransford]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cocking]]></surname>
<given-names><![CDATA[R. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[How people learn]]></source>
<year>2000</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[National academy press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowing when, where, and how to remember: a problem of metacognition]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Glaser]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Advances in instructional psychology]]></source>
<year>1978</year>
<volume>1</volume>
<page-range>77-165</page-range><publisher-loc><![CDATA[Hillsdale, New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Weinert]]></surname>
<given-names><![CDATA[F. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Kluwe]]></surname>
<given-names><![CDATA[R. H]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition, executive control, self-regulation, and other more mysterious mechanisms]]></source>
<year>1987</year>
<page-range>65-116</page-range><publisher-loc><![CDATA[Hillsdale, New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Çeliker]]></surname>
<given-names><![CDATA[H. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of metacognitive skills: designing problem-based experiment with prospective science teachers in Biology Laboratory]]></article-title>
<source><![CDATA[Educational Research and Reviews]]></source>
<year>2015</year>
<volume>10</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>1487-95</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Corebima]]></surname>
<given-names><![CDATA[A. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive skill measurement integrated in achievement test]]></article-title>
<source><![CDATA[Science and Education]]></source>
<year>2009</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Corso]]></surname>
<given-names><![CDATA[T. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jou]]></surname>
<given-names><![CDATA[G. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Salles]]></surname>
<given-names><![CDATA[J. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognição e funções executivas: relações entre os conceitos e implicações para a aprendizagem]]></article-title>
<source><![CDATA[Psicologia: Teoria e Pesquisa]]></source>
<year>2013</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-9</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dye]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Stanton]]></surname>
<given-names><![CDATA[J. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition in upper-division biology students: awareness does not always lead to control]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2017</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferrarini]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Behrens]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[P. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metodologias ativas e portfólios avaliativos: o que dizem as pesquisas no Brasil sobre essa relação]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year>2022</year>
<volume>38</volume>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flavell]]></surname>
<given-names><![CDATA[J. H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition and cognitive monitoring: a new area of cognitive - developmental inquiry]]></article-title>
<source><![CDATA[American Psychologist]]></source>
<year>1979</year>
<volume>34</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>906-11</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flavell]]></surname>
<given-names><![CDATA[J. H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive aspects of problem solving]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Resnick]]></surname>
<given-names><![CDATA[L. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Nature of Intelligence]]></source>
<year>1976</year>
<page-range>231-5</page-range><publisher-loc><![CDATA[Hillsdale, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[M. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Estratégias metacognitivas no ensino de ciências para estudantes dos anos iniciais: estimulando o aprender a aprender!]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Belém ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal do Pará]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haave]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[E-Portfolios rescue Biology etudents from a poorer final exam result: promoting student metacognition]]></article-title>
<source><![CDATA[Bioscene: Journal of College Biology Teaching]]></source>
<year>2016</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>8-15</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hattie]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Visible learning for teachers: maximizing impact on learning]]></source>
<year>2012</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lafortune]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Saint-Pierre]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[A afectividade e a metacognição na sala de aula]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Piaget]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mayne]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflective writing as a tool for assessing teamwork in Bioscience: insights into student performance and understanding of teamwork]]></article-title>
<source><![CDATA[Biochemistry and Molecular Biology Education]]></source>
<year>2012</year>
<volume>40</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>234-40</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mayor]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Suengas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[González Marqués]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrategias metacognitivas: aprender a aprender y aprender a pensar]]></source>
<year>1995</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Monereo]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La enseñanza estratégica: enseñar para la autonomía]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MONEREO]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
</person-group>
<source><![CDATA[Ser estratégico y autónomo aprendiendo]]></source>
<year>2001</year>
<page-range>11-27</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morosini]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[C. M. B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estado do Conhecimento: conceitos, finalidades, e interlocuções]]></article-title>
<source><![CDATA[Educação Por Escrito]]></source>
<year>2014</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>154-64</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nunaki]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Damopolii]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Kandowangko]]></surname>
<given-names><![CDATA[N. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Nusantari]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effectiveness of inquiry-based learning to train the students&#8217; metacognitive skills based on gender differences]]></article-title>
<source><![CDATA[International Journal of Instruction]]></source>
<year>2019</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>505-16</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez Galindo]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[González Galli]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Multimodalidad y regulación metacognitiva en el aprendizaje de la evolución]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2023</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-23</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Porlán]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Martín]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[El diario del profesor: um recurso para investigación em el aula]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Díada ]]></publisher-loc>
<publisher-name><![CDATA[Sevilla]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pozo]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprender en tiempos revueltos: la nueva ciencia del aprendizaje]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[Alianza]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rahmat]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Chanunan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Open inquiry in facilitating metacognitive skills on high school biology learning: an inquiry on low and high academic ability]]></article-title>
<source><![CDATA[International Journal of Instruction]]></source>
<year>2018</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>593-606</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[J. P]]></given-names>
</name>
</person-group>
<source><![CDATA[As licenciaturas no Brasil: um balanço das teses e dissertações dos anos 90]]></source>
<year>2002</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Educação da USP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[C. T. W]]></given-names>
</name>
</person-group>
<source><![CDATA[A metacognição e as atividades experimentais no ensino de Física]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[C. T. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[N. N. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[S. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognição e seus 50 anos: cenários e perspectivas para o ensino de Ciências]]></article-title>
<source><![CDATA[Revista Brasileira de Ensino de Ciências]]></source>
<year>2021</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>267-91</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[C. T. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Darroz]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[A. B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Discussões atuais e perspectivas futuras nas pesquisas brasileiras sobre metacognição e ensino de Física]]></article-title>
<source><![CDATA[Enseñanza de las ciencias]]></source>
<year>2017</year>
<page-range>4245-57</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[C. T. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Meneses Villagrá]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognição e ensino de Física: revisão de pesquisas associadas a intervenções didáticas]]></article-title>
<source><![CDATA[Revista Brasileira de Pesquisa em Educação em Ciências]]></source>
<year>2018</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>581-608</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sabel]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Dauer]]></surname>
<given-names><![CDATA[J. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Forbes]]></surname>
<given-names><![CDATA[C. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introductory biology students&#8217; use of enhanced answer keys and reflection questions to engage in metacognition and enhance understanding]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2017</year>
<volume>16</volume>
<numero>40</numero>
<issue>40</issue>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadi]]></surname>
<given-names><![CDATA[Ö.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Case study of how turkish university students improve their biochemistry achievement]]></article-title>
<source><![CDATA[Higher Education Studies]]></source>
<year>2013</year>
<volume>3</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>52-67</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santon]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Dye]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge of learning makes a difference: a comparison of metacognition in introductory and senior-level biology students]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2019</year>
<volume>18</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[A. C. T]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Passo Fundo ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de Passo Fundo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saucedo]]></surname>
<given-names><![CDATA[K. R. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudo sociológico das emoções na formação de professores: interpretando interações face a face em um tema controverso da Educação Científica]]></source>
<year>2019</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de São Paulo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Dennison]]></surname>
<given-names><![CDATA[R. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing metacognitive awareness]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>1994</year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>460-75</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sebesta]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Speth]]></surname>
<given-names><![CDATA[E. B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How should i study for the exam? self-regulated learning strategies and achievement in introductory biology]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2017</year>
<volume>16</volume>
<numero>30</numero>
<issue>30</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[F. J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[M. E. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[O estado da arte das pesquisas educacionais sobre gênero e educação infantil: uma introdução]]></source>
<year>2014</year>
<conf-name><![CDATA[ Encontro Nacional Da Rede Feminista Norte E Nordeste De Estudos E Pesquisas Sobre A Mulher E Relações De Gênero]]></conf-name>
<conf-date>2014</conf-date>
<conf-loc>Recife </conf-loc>
<page-range>346-62</page-range><publisher-loc><![CDATA[Recife ]]></publisher-loc>
<publisher-name><![CDATA[UFRP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Snyder]]></surname>
<given-names><![CDATA[K. E]]></given-names>
</name>
<name>
<surname><![CDATA[Nietfled]]></surname>
<given-names><![CDATA[J. L]]></given-names>
</name>
<name>
<surname><![CDATA[Linnenbrink-Garcia]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Giftedness and metacognition: a short-term longitudinal investigation of metacognitive monitoring in the classroom]]></article-title>
<source><![CDATA[Gifted Child Quarterly]]></source>
<year>2015</year>
<volume>55</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>181-93</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stanton]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Neider]]></surname>
<given-names><![CDATA[X. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallegos]]></surname>
<given-names><![CDATA[I. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clark]]></surname>
<given-names><![CDATA[N. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differences in metacognitive regulation in introductory biology students: when prompts are not enough]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2015</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>15</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sugiharto]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Corebima]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Susilo]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A comparison of types of knowledge of cognition of preservice biology teachers]]></article-title>
<source><![CDATA[Science Learning and Teaching]]></source>
<year>2018</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-18</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tamayo Alzate]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Zona López]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Loaiza Zuluaga]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La metacognición como constituyente del pensamiento crítico en el aula de ciencias]]></article-title>
<source><![CDATA[Tecné, Episteme y Didaxis, Número extraordinario]]></source>
<year>2017</year>
<page-range>1031-6</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tamayo Alzate]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Herrera Flórez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Romero Villegas]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive judgements in the learning of cellular theory in elementary school students]]></article-title>
<source><![CDATA[Journal of Biological Education]]></source>
<year>2023</year>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tanner]]></surname>
<given-names><![CDATA[K. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting student metacognition]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2012</year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>113-20</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taasoobshirazi]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Farley]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Multivariate Model of Physics Problem Solving]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2013</year>
<volume>24</volume>
<page-range>53-62</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trujillo]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[T. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Pelaez]]></surname>
<given-names><![CDATA[N. J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the MACH Model&#8217;s potential as a metacognitive tool to help undergraduate students monitor their explanations of biological mechanisms]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2016</year>
<volume>15</volume>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Veenman]]></surname>
<given-names><![CDATA[M. V. J]]></given-names>
</name>
<name>
<surname><![CDATA[Van Hout-Wolters]]></surname>
<given-names><![CDATA[B. H. A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Afflerbach]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition and learning: conceptual and methodological considerations]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2006</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-14</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Veenman]]></surname>
<given-names><![CDATA[M. V. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Spaansa]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relation between intellectual and metacognitive skills: age and task differences]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2005</year>
<volume>15</volume>
<page-range>159-76</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Volpato]]></surname>
<given-names><![CDATA[E. S. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pesquisa bibliográfica em ciências biomédicas]]></article-title>
<source><![CDATA[Jornal de Pneumologia]]></source>
<year>2000</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-5</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wheeler]]></surname>
<given-names><![CDATA[E. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Wischusen]]></surname>
<given-names><![CDATA[S. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing self-regulation and self-efficacy: a cognitive mechanism behind the success of biology boot camps]]></article-title>
<source><![CDATA[Electronic Journal of Science Education]]></source>
<year>2014</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Woolfolk Hoy]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educational psychology in teacher education]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2000</year>
<volume>35</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>257-70</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yumusaka]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Sungurb]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Cakiroglu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Turkish high school students&#8217; biology achievement in relation to academic self-regulation]]></article-title>
<source><![CDATA[Educational Research and Evaluation]]></source>
<year>2007</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-69</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yuruk]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Selvi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Yakisan]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigation of the Nature of Metaconceptual processes of pre-service biology teachers]]></article-title>
<source><![CDATA[Eurasian Journal of Educational Research]]></source>
<year>2017</year>
<volume>68</volume>
<page-range>121-50</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Martinez-Pons]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of a structured interview for assessing student use of self-regulated learning strategies]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>1986</year>
<volume>23</volume>
<page-range>614-28</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zohar]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Barzilai]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A review of research on metacognition in science education: current and future directions]]></article-title>
<source><![CDATA[Studies in Science Education]]></source>
<year>2013</year>
<volume>49</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>121-69</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
