In pedagogical fields, there has been increased attention in helping students flourish in science-related occupations. This book centers on metacognitive and self-regulatory practices as predictors of academic achievement. The purpose of Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescents is to provide information on both theoretical and practical understandings of the connection between metacognition, self-regulation, and academic performance. Self-regulation centers on an individuals behavior to accomplish a specific task through planning, monitoring, and self-reflecting in academic tasks. Based on social cognitive theory, there are three main aspects of self-regulation: a) the triadic social cognitive model, b) the multilevel training model, and c) the cyclical self-regulatory feedback loop model. In addition, metacognitive awareness is essential in these processes with the end goal of heightening academic performance. This book outlines how to integrate metacognitive and self-regulatory strategies within a scientific context. In particular, the work emphasizes transitioning students from novice skill levels to more advanced cognitive development through metacognitive and self-regulatory practices. In addition, relevant context specific strategies and examples are described to promote high levels of science performance in both formal and informal learning contexts, including citizen science activities. Practical examples appear throughout the work in conjunction with theoretical explanations including guidelines related to lesson plan designs, scaffolding, and math integration. Furthermore, these strategies are extended in discussions of advancing at-risk students and promoting STEM career motivation. The overarching aim of Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescents is to highlight the interdependence between motivation, self-regulation, and achievement within a scientific context from a teacher-researcher perspective. This work may be of interest to researchers and college students interested in metacognitive and self-regulatory functions, as well as administrators, practitioners, and parents focused on encouraging student science achievement, and ultimately, STEM career motivation.
