<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100618</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349250081</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metacognición en el aprendizaje de las ciencias: saber lo que no se sabe o no se comprende]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognition in science learning: knowing what one does not know or does not understand]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otero]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci Werner da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alcalá  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</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>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100618&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100618&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100618&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo trata sobre conocimiento metacognitivo en la enseñanza y el aprendizaje de las ciencias. Se examina en particular el papel del conocimiento que los alumnos tienen sobre lo que no saben acerca de contenidos del currículo de ciencias. Después de una breve introducción a la noción de metacognición, analizamos el papel del desconocimiento y la incomprensión consciente tanto en la investigación científica como en el aprendizaje de las ciencias en el contexto escolar. En particular se discute una característica del papel que juegan el desconocimiento y la incompren sión en la enseñanza de las ciencias: el monopolio que tienen los profesores sobre lo que no se sabe y se debe saber. A continuación, analizamos dos de las variables que influyen en esta consciencia del desconocimiento y la incomprensión: el conocimiento de la materia y la fuente de la información proporcionada. Se revisan estudios que muestran cómo la falta de conocimiento lleva a desconocimiento difuso, de menor calidad. Después se analizan otros trabajos que relacionan características de la fuente de información, como la credibilidad que perciben en ella los alumnos, con la expresión de incomprensión de esta información. Finalmente se sintetizan algunas conclusiones e implicaciones para la enseñanza de las ciencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work deals with metacognitive knowledge in science teaching and learning. In particular, the role of students&#8217; knowledge about what they do not know about science curriculum content is examined. After a brief introduction to the notion of metacognition, we analyze the role of conscious lack of knowledge and lack of understanding both in scientific research and in science learning in a school context. In particular, a characteristic of the role played by lack of knowledge and lack of understanding in science teaching is discussed: the monopoly that teachers have on what is knowledge and lack of understanding: knowledge of the subject and the source of the information provided. Studies are reviewed that show how the lack of knowledge leads to diffuse lack of knowledge, of a low quality. Also, other research is analyzed that relates characteristics of the information source, such as the credibility that students perceive in it, with the expression of difficulties in understanding this information. Finally, some conclusions and implications for science teaching are synthesized.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento metacognitivo]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[Desconocimiento]]></kwd>
<kwd lng="es"><![CDATA[Incomprensión]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive knowledge]]></kwd>
<kwd lng="en"><![CDATA[Learning of science]]></kwd>
<kwd lng="en"><![CDATA[Ignorance]]></kwd>
<kwd lng="en"><![CDATA[Incomprehension]]></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[ACREDOLO]]></surname>
<given-names><![CDATA[Curt]]></given-names>
</name>
<name>
<surname><![CDATA[O&#8217;CONNOR]]></surname>
<given-names><![CDATA[Jacqueline]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On the difficulty of detecting cognitive uncertainty]]></article-title>
<source><![CDATA[Human Development]]></source>
<year>1991</year>
<volume>34</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>204-23</page-range><publisher-loc><![CDATA[Basel ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAKER]]></surname>
<given-names><![CDATA[Linda]]></given-names>
</name>
<name>
<surname><![CDATA[BROWN]]></surname>
<given-names><![CDATA[Ann L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive skills and reading]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PERSON]]></surname>
<given-names><![CDATA[P. David]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of reading research]]></source>
<year>1984</year>
<page-range>353-94</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Longman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BECK]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<name>
<surname><![CDATA[McKEOWN]]></surname>
<given-names><![CDATA[Margareth G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inviting students into the pursuit of meaning]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2001</year>
<volume>13</volume>
<page-range>225-41</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERLYNE]]></surname>
<given-names><![CDATA[Daniel Ellis]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An experimental study of human curiosity]]></article-title>
<source><![CDATA[British Journal of Psychology]]></source>
<year>1954</year>
<volume>45</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>256-66</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BIRD]]></surname>
<given-names><![CDATA[Nora J.]]></given-names>
</name>
<name>
<surname><![CDATA[MCINERNEY]]></surname>
<given-names><![CDATA[Claire R.]]></given-names>
</name>
<name>
<surname><![CDATA[MOHR]]></surname>
<given-names><![CDATA[Stewart]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Source evaluation and information literacy: findings from a study on science websites]]></article-title>
<source><![CDATA[Communications in Information Literacy]]></source>
<year>2011</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>170-91</page-range><publisher-loc><![CDATA[Buffalo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRAND-GRUWEL]]></surname>
<given-names><![CDATA[Saskia]]></given-names>
</name>
<name>
<surname><![CDATA[STADTLER]]></surname>
<given-names><![CDATA[Marc]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Solving information-based problems: evaluating sources and information]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2011</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>175-9</page-range><publisher-loc><![CDATA[Amsterdam ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRÅTEN]]></surname>
<given-names><![CDATA[Ivar]]></given-names>
</name>
<name>
<surname><![CDATA[BRAASCH]]></surname>
<given-names><![CDATA[Jason]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of conflict in multiple source use]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BRAASCH]]></surname>
<given-names><![CDATA[Jason]]></given-names>
</name>
<name>
<surname><![CDATA[BRÅTEN]]></surname>
<given-names><![CDATA[Ivar]]></given-names>
</name>
<name>
<surname><![CDATA[McCRUDDEN]]></surname>
<given-names><![CDATA[Matthew]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of multiple source use]]></source>
<year>2018</year>
<page-range>184-201</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRÅTEN]]></surname>
<given-names><![CDATA[Ivar]]></given-names>
</name>
<name>
<surname><![CDATA[BRAASCH]]></surname>
<given-names><![CDATA[Jason]]></given-names>
</name>
<name>
<surname><![CDATA[SALMERÓN]]></surname>
<given-names><![CDATA[Ladislao]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading multiple and non-traditional texts: new opportunities and new challenges]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MOJE]]></surname>
<given-names><![CDATA[Elizabeth Birr]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of reading research]]></source>
<year>2016</year>
<page-range>79-98</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BROMME]]></surname>
<given-names><![CDATA[Rainer]]></given-names>
</name>
<name>
<surname><![CDATA[GOLDMAN]]></surname>
<given-names><![CDATA[Susan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The public&#8217;s bounded understanding of science]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2014</year>
<volume>49</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>59-69</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</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[Ann L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition, executive control, self-regulation, and other more mysterious mechanisms]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[WEINERT]]></surname>
<given-names><![CDATA[Franz Emanuel]]></given-names>
</name>
<name>
<surname><![CDATA[KLUWE]]></surname>
<given-names><![CDATA[Rainer H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition, motivation, and understanding]]></source>
<year>1987</year>
<page-range>65-116</page-range><publisher-loc><![CDATA[Hillsdale ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BUCK]]></surname>
<given-names><![CDATA[Laura B.]]></given-names>
</name>
<name>
<surname><![CDATA[BRETZ]]></surname>
<given-names><![CDATA[Stacey Lowery]]></given-names>
</name>
<name>
<surname><![CDATA[TOWNS]]></surname>
<given-names><![CDATA[Marcy H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Characterizing the level of inquiry in the undergraduate laboratory]]></article-title>
<source><![CDATA[Journal of College Science Teaching]]></source>
<year>2008</year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>52-8</page-range><publisher-loc><![CDATA[Edoman ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHIN]]></surname>
<given-names><![CDATA[Christine]]></given-names>
</name>
<name>
<surname><![CDATA[CHIA]]></surname>
<given-names><![CDATA[Li&#8208;Gek]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-based learning: using students&#8217; questions to drive knowledge construction]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2004</year>
<volume>88</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>707-27</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHIN]]></surname>
<given-names><![CDATA[Christine]]></given-names>
</name>
<name>
<surname><![CDATA[KAYALVIZHI]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Posing problems for open investigations: what questions do pupils ask?]]></article-title>
<source><![CDATA[Research in Science &amp; Technological Education]]></source>
<year>2002</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>269-87</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHIN]]></surname>
<given-names><![CDATA[Christine]]></given-names>
</name>
<name>
<surname><![CDATA[OSBORNE]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; questions: a potential resource for teaching and learning science]]></article-title>
<source><![CDATA[Studies in Science Education]]></source>
<year>2008</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-39</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUCH]]></surname>
<given-names><![CDATA[Barbara J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Writing problems for deeper understanding]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[DUCH]]></surname>
<given-names><![CDATA[Barbara J.]]></given-names>
</name>
<name>
<surname><![CDATA[GROH]]></surname>
<given-names><![CDATA[Susan E.]]></given-names>
</name>
<name>
<surname><![CDATA[ALLEN]]></surname>
<given-names><![CDATA[Deborah E.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Power of problem-based learning: a practical &#8220;How to&#8221; for teaching undergraduate courses in any discipline]]></source>
<year>2001</year>
<page-range>47-58</page-range><publisher-loc><![CDATA[Sterling ]]></publisher-loc>
<publisher-name><![CDATA[Stylus]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[EINSTEIN]]></surname>
<given-names><![CDATA[Albert]]></given-names>
</name>
<name>
<surname><![CDATA[INFELD]]></surname>
<given-names><![CDATA[Leopold]]></given-names>
</name>
</person-group>
<source><![CDATA[La física aventura del pensamiento]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Losada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FIRESTEIN]]></surname>
<given-names><![CDATA[Stuart]]></given-names>
</name>
</person-group>
<source><![CDATA[Ignorance: how it drives science]]></source>
<year>2012</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FLAVELL]]></surname>
<given-names><![CDATA[John H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[First discussant&#8217;s comments: What is memory development the development of?]]></article-title>
<source><![CDATA[Human Development]]></source>
<year>1971</year>
<volume>14</volume>
<page-range>272-8</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FLAVELL]]></surname>
<given-names><![CDATA[John H.]]></given-names>
</name>
<name>
<surname><![CDATA[WELLMAN]]></surname>
<given-names><![CDATA[Henry]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metamemory]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[KAIL]]></surname>
<given-names><![CDATA[Robert V.]]></given-names>
</name>
<name>
<surname><![CDATA[HAGEN]]></surname>
<given-names><![CDATA[John W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Perspectives on the development of memory and cognition]]></source>
<year>1977</year>
<page-range>3-33</page-range><publisher-loc><![CDATA[Hillsdale ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREEMAN]]></surname>
<given-names><![CDATA[Krisandra S.]]></given-names>
</name>
<name>
<surname><![CDATA[SPYRIDAKIS]]></surname>
<given-names><![CDATA[Jan H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An examination of factors that affect the credibility of online health information]]></article-title>
<source><![CDATA[Technical Communication]]></source>
<year>2004</year>
<volume>51</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>239-63</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FURTAK]]></surname>
<given-names><![CDATA[Erin M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2012</year>
<volume>82</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>300-29</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GENTNER]]></surname>
<given-names><![CDATA[Dedre]]></given-names>
</name>
<name>
<surname><![CDATA[COLLINS]]></surname>
<given-names><![CDATA[Allan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Studies of inference from lack of knowledge]]></article-title>
<source><![CDATA[Memory &amp; Cognition]]></source>
<year>1981</year>
<volume>9</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>434-43</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GHETTI]]></surname>
<given-names><![CDATA[Simona]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Memory for nonoccurrences: the role of metacognition]]></article-title>
<source><![CDATA[Journal of Memory and Language]]></source>
<year>2003</year>
<volume>48</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>722-39</page-range><publisher-loc><![CDATA[Egham ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GRAESSER]]></surname>
<given-names><![CDATA[Arthur]]></given-names>
</name>
<name>
<surname><![CDATA[OLDE]]></surname>
<given-names><![CDATA[Brent]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2003</year>
<volume>95</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>524</page-range><publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GRAESSER]]></surname>
<given-names><![CDATA[Arthur]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Question asking and eye tracking during cognitive disequilibrium: comprehending illustrated texts on devices when the devices break down]]></article-title>
<source><![CDATA[Memory &amp; Cognition]]></source>
<year>2005</year>
<volume>33</volume>
<page-range>1235-47</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HANSSON]]></surname>
<given-names><![CDATA[Isabelle]]></given-names>
</name>
<name>
<surname><![CDATA[BURATTI]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<name>
<surname><![CDATA[ALLWOOD]]></surname>
<given-names><![CDATA[Carl Martin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8216;Experts&#8217; and &#8216;Novices&#8217; perception of ignorance and knowledge in different research disciplines and its relation to belief in certainty of knowledge.]]></article-title>
<source><![CDATA[Frontiers of Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<numero>377</numero>
<issue>377</issue>
<page-range>1-14</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HARDWIG]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Epistemic dependence]]></article-title>
<source><![CDATA[The Journal of philosophy]]></source>
<year>1985</year>
<volume>82</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>335-49</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HENDERSON]]></surname>
<given-names><![CDATA[J.Bryan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond construction: five arguments for the role and value of critique in learning science]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2015</year>
<volume>37</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1668-97</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HERRANEN]]></surname>
<given-names><![CDATA[Jaana]]></given-names>
</name>
<name>
<surname><![CDATA[AKSELA]]></surname>
<given-names><![CDATA[Maija]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student-question-based inquiry in science education]]></article-title>
<source><![CDATA[Studies in Science Education]]></source>
<year>2019</year>
<volume>55</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-36</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HERRON]]></surname>
<given-names><![CDATA[Marshall D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The nature ofscientific enquiry]]></article-title>
<source><![CDATA[School Review]]></source>
<year>1971</year>
<volume>79</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>171-212</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HMELO-SILVER]]></surname>
<given-names><![CDATA[Cindy E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-based learning: what and how do students learn?]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2004</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>235-366</page-range><publisher-loc><![CDATA[Zurich ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HUNG]]></surname>
<given-names><![CDATA[Woei H.]]></given-names>
</name>
<name>
<surname><![CDATA[JONASSEN]]></surname>
<given-names><![CDATA[David H.]]></given-names>
</name>
<name>
<surname><![CDATA[LIU]]></surname>
<given-names><![CDATA[Rude]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-based learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SPECTOR]]></surname>
<given-names><![CDATA[J. Michael]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research on educational communications and technology]]></source>
<year>2008</year>
<page-range>485-506</page-range><publisher-loc><![CDATA[Mahwah ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JELLY]]></surname>
<given-names><![CDATA[Sheila]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Helping children to raise questions and answering them]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[HARLEN]]></surname>
<given-names><![CDATA[Wynne]]></given-names>
</name>
</person-group>
<source><![CDATA[Primary science: taking the plunge]]></source>
<year>2001</year>
<page-range>36-47</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Heinemann Educational Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JONASSEN]]></surname>
<given-names><![CDATA[David H.]]></given-names>
</name>
<name>
<surname><![CDATA[HUNG]]></surname>
<given-names><![CDATA[Woei]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[All problems are not equal: implications for problem-based learning]]></article-title>
<source><![CDATA[Interdisciplinary Journal of Problem-Based Learning]]></source>
<year>2008</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>6-28</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KECK]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<name>
<surname><![CDATA[KAMMERER]]></surname>
<given-names><![CDATA[Yvonne]]></given-names>
</name>
<name>
<surname><![CDATA[STARAUSCHEK]]></surname>
<given-names><![CDATA[Erich]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading science texts online: does source information influence the identification of contradictions within texts?]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2015</year>
<volume>82</volume>
<page-range>442-9</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KORIAT]]></surname>
<given-names><![CDATA[Asher]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How do we know that we know? The accessibility model of the feeling of knowing]]></article-title>
<source><![CDATA[Psychological Review]]></source>
<year>1993</year>
<volume>100</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>609-39</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KRUGLANSKI]]></surname>
<given-names><![CDATA[Arie]]></given-names>
</name>
</person-group>
<source><![CDATA[Lay epistemics and human knowledge: cognitive and motivational bases]]></source>
<year>1989</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Plenum Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KRUGLANSKI]]></surname>
<given-names><![CDATA[Arie]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Says who? Epistemic authority effects in social judgment]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ZANA]]></surname>
<given-names><![CDATA[Mark P]]></given-names>
</name>
</person-group>
<source><![CDATA[Advances in experimental social psychology]]></source>
<year>2005</year>
<page-range>345-92</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Elsevier]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIU]]></surname>
<given-names><![CDATA[Yan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Two dissociable aspects of feeling-of-knowing: knowing that you know and knowing that you do not know]]></article-title>
<source><![CDATA[The Quarterly Journal of Experimental Psychology]]></source>
<year>2007</year>
<volume>60</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>672-80</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOYENS]]></surname>
<given-names><![CDATA[Sofie M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[RIKERS]]></surname>
<given-names><![CDATA[Remy M. J. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Instruction based on inquiry]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MAYER]]></surname>
<given-names><![CDATA[Richard E.]]></given-names>
</name>
<name>
<surname><![CDATA[ALEXANDER]]></surname>
<given-names><![CDATA[Patricia A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research on learning and instruction]]></source>
<year>2011</year>
<page-range>361-81</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MASKILL]]></surname>
<given-names><![CDATA[Roger]]></given-names>
</name>
<name>
<surname><![CDATA[DE JESUS]]></surname>
<given-names><![CDATA[Helena Pedrosa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pupils&#8217; questions, alternative frameworks and the design of science teaching]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>1997</year>
<volume>19</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>781-99</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MERRITT]]></surname>
<given-names><![CDATA[Joi]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-Based Learning in K&#8211;8 mathematics and science education: a literature review]]></article-title>
<source><![CDATA[Interdisciplinary Journal of Problem-Based Learning]]></source>
<year>2017</year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>5-17</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MERTON]]></surname>
<given-names><![CDATA[Robert K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Three fragments from a sociologist&#8217;s notebooks: establishing the phenomenon, specified igno- rance, and strategic research materials]]></article-title>
<source><![CDATA[Annual Review of Sociology]]></source>
<year>1987</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-29</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MINNER]]></surname>
<given-names><![CDATA[Daphne D.]]></given-names>
</name>
<name>
<surname><![CDATA[LEVY]]></surname>
<given-names><![CDATA[Abigail Jurist]]></given-names>
</name>
<name>
<surname><![CDATA[CENTURY]]></surname>
<given-names><![CDATA[Jeanne]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inquiry&#8208;based science instruction&#8212;what is it and does it matter? Results from a research synthesis years 1984 to 2002]]></article-title>
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year>2010</year>
<volume>47</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>474-96</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORGADO]]></surname>
<given-names><![CDATA[Julia]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Detection of explanation obstacles in scientific texts: the effect of an understanding task versus an experiment task]]></article-title>
<source><![CDATA[Educational Studies]]></source>
<year>2014</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>164-73</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NELSON]]></surname>
<given-names><![CDATA[Thomas O.]]></given-names>
</name>
<name>
<surname><![CDATA[NARENS]]></surname>
<given-names><![CDATA[Louis]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metamemory: a theoretical framework and new findings]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BOWER]]></surname>
<given-names><![CDATA[Gordon H.]]></given-names>
</name>
</person-group>
<source><![CDATA[The psychology of learning and motivation, advances in research and theory]]></source>
<year>1990</year>
<page-range>125-73</page-range><publisher-loc><![CDATA[San Diego ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OTERO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<name>
<surname><![CDATA[GALLÁSTEGUI]]></surname>
<given-names><![CDATA[Juan R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge gaps on objects about which little is known: lack of knowledge leads to questioning on basic levels of an ontological branch]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2016</year>
<volume>45</volume>
<page-range>193-8</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PHILLIPS]]></surname>
<given-names><![CDATA[Anna McLean]]></given-names>
</name>
<name>
<surname><![CDATA[WATKINS]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
<name>
<surname><![CDATA[HAMMER]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problematizing as a scientific endeavor]]></article-title>
<source><![CDATA[Physical Review Physics Education Research]]></source>
<year>2017</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINTRICH]]></surname>
<given-names><![CDATA[Paul R.]]></given-names>
</name>
<name>
<surname><![CDATA[WOLTERS]]></surname>
<given-names><![CDATA[Chistopher A.]]></given-names>
</name>
<name>
<surname><![CDATA[BAXTER]]></surname>
<given-names><![CDATA[Gail P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing metacognition and self-regulated learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SCHRAW]]></surname>
<given-names><![CDATA[Gregory]]></given-names>
</name>
<name>
<surname><![CDATA[IMPARA]]></surname>
<given-names><![CDATA[James C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Issues in the measurement of metacognition]]></source>
<year>2000</year>
<page-range>43-97</page-range><publisher-loc><![CDATA[Lincoln ]]></publisher-loc>
<publisher-name><![CDATA[BurosInstitute of Mental Measurement]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PROCTOR]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Agnotology]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PROCTOR]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
<name>
<surname><![CDATA[SCHIEBINGER]]></surname>
<given-names><![CDATA[Londa L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Agnotology: the making and unmaking of ignorance]]></source>
<year>2008</year>
<page-range>1-33</page-range><publisher-loc><![CDATA[Stanford ]]></publisher-loc>
<publisher-name><![CDATA[Stanford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RIGAUT]]></surname>
<given-names><![CDATA[Matthieu]]></given-names>
</name>
</person-group>
<source><![CDATA[L&#8217;épreuveécrite de physique au baccalaureat: analyse du point de vue ducontrat didactique]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Didatique de la Phisique, Université Paris VII, Dennis Biderot]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROWELL]]></surname>
<given-names><![CDATA[Jack A.]]></given-names>
</name>
<name>
<surname><![CDATA[POLLARD]]></surname>
<given-names><![CDATA[Judith M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Raising awareness of uncertainty: a useful addendum to courses in the history and philosophy of science for science teachers?]]></article-title>
<source><![CDATA[Science &amp; Education]]></source>
<year>1995</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>87-97</page-range><publisher-loc><![CDATA[Zurich ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVERY]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Overview of problem-based learning: definitions and distinctions]]></article-title>
<source><![CDATA[Interdisciplinary Journal of Problem-based Learning]]></source>
<year>2006</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-20</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCARDAMALIA]]></surname>
<given-names><![CDATA[Marlene]]></given-names>
</name>
<name>
<surname><![CDATA[BEREITER]]></surname>
<given-names><![CDATA[Carl]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Text-based and knowledge-based questioning by children]]></article-title>
<source><![CDATA[Cognition and Instruction]]></source>
<year>1992</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>177-99</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHRAW]]></surname>
<given-names><![CDATA[Gregory]]></given-names>
</name>
<name>
<surname><![CDATA[DENNISON]]></surname>
<given-names><![CDATA[Rayne]]></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="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHWAB]]></surname>
<given-names><![CDATA[Joseph J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The teaching of science as inquiry]]></article-title>
<source><![CDATA[Bulletin of the Atomic Scientists]]></source>
<year>1958</year>
<volume>14</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>374-9</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SMITH]]></surname>
<given-names><![CDATA[Francis X.]]></given-names>
</name>
<name>
<surname><![CDATA[WAS]]></surname>
<given-names><![CDATA[Christopher A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge monitoring calibration: individual differences in sensitivity and specificity as predictors of academic achievement]]></article-title>
<source><![CDATA[Educational Sciences]]></source>
<year>2019</year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>80-7</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TOBIAS]]></surname>
<given-names><![CDATA[Sigmund]]></given-names>
</name>
<name>
<surname><![CDATA[EVERSON]]></surname>
<given-names><![CDATA[Howard T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The importance of knowing what you know: a knowledge monitoring framework for studying metacognition in education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[HACKER]]></surname>
<given-names><![CDATA[Douglas J.]]></given-names>
</name>
<name>
<surname><![CDATA[DUNLOSKY]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
<name>
<surname><![CDATA[GRAESSER]]></surname>
<given-names><![CDATA[Arthr C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of metacognition in education]]></source>
<year>2009</year>
<page-range>107-27</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAN UUM]]></surname>
<given-names><![CDATA[Martina S. J.]]></given-names>
</name>
<name>
<surname><![CDATA[VERHOEFF]]></surname>
<given-names><![CDATA[Roald P.]]></given-names>
</name>
<name>
<surname><![CDATA[PEETERS]]></surname>
<given-names><![CDATA[Marieke]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inquiry-based science education: towards a pedagogical framework for primary school teachers]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2016</year>
<volume>38</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>450-69</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VEENMAN]]></surname>
<given-names><![CDATA[Marcel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to self-monitor and self-regulate]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MAYER]]></surname>
<given-names><![CDATA[Richard E.]]></given-names>
</name>
<name>
<surname><![CDATA[ALEXANDER]]></surname>
<given-names><![CDATA[Patricia A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research on learning and instruction]]></source>
<year>2011</year>
<page-range>197-218</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIENNOT]]></surname>
<given-names><![CDATA[Laurence]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching rituals and students&#8217; intellectual satisfaction]]></article-title>
<source><![CDATA[Physics Education]]></source>
<year>2006</year>
<volume>41</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>400-8</page-range></nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WATKINS]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Positioning as not&#8208;understanding: the value of showing uncertainty for engaging in science]]></article-title>
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year>2018</year>
<volume>55</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>573-99</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WEISS]]></surname>
<given-names><![CDATA[Rennée]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Designing problems to promote higher&#8208;order thinking]]></article-title>
<source><![CDATA[New Directions for Teaching and Learning]]></source>
<year>2003</year>
<numero>95</numero>
<issue>95</issue>
<page-range>25-31</page-range></nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WERNER DA ROSA]]></surname>
<given-names><![CDATA[Cleci]]></given-names>
</name>
<name>
<surname><![CDATA[OTERO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influence of source credibility on students&#8217; noticing and assessing com- prehension obstacles in science texts]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2018</year>
<volume>40</volume>
<numero>13</numero>
<issue>13</issue>
<page-range>1653-68</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WERNER DA ROSA]]></surname>
<given-names><![CDATA[Cleci]]></given-names>
</name>
<name>
<surname><![CDATA[OTERO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<source><![CDATA[Influence of source expertise on the detection and regulation of comprehension difficulties when reading science texts: failing to understand the world vs. failing to understand the text.]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WILEY]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Source evaluation, comprehension, and learning in internet science inquiry tasks]]></article-title>
<source><![CDATA[American, Educational Research Journal]]></source>
<year>2009</year>
<volume>46</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1060-106</page-range></nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YEATON]]></surname>
<given-names><![CDATA[William H.]]></given-names>
</name>
<name>
<surname><![CDATA[SMITH]]></surname>
<given-names><![CDATA[Dawn]]></given-names>
</name>
<name>
<surname><![CDATA[ROGERS]]></surname>
<given-names><![CDATA[Karen]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluating understanding of popular press reports of health research]]></article-title>
<source><![CDATA[Health Education Quarterly]]></source>
<year>1990</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>223-34</page-range></nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZION]]></surname>
<given-names><![CDATA[Michal]]></given-names>
</name>
<name>
<surname><![CDATA[COHEN]]></surname>
<given-names><![CDATA[Smadar]]></given-names>
</name>
<name>
<surname><![CDATA[AMIR]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The spectrum of dynamic inquiry teaching practices]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year>2007</year>
<volume>37</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>423-47</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZOHAR]]></surname>
<given-names><![CDATA[Anat]]></given-names>
</name>
<name>
<surname><![CDATA[BARZILAI]]></surname>
<given-names><![CDATA[Sarit]]></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><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
