Yedinci sınıf öğrencilerinin işbirlikli öğrenme sırasında ve sonrasında üstbilişsel süreçlerinin incelenmesi: bilim merkezi bağlamında çoklu yöntem çalışması

Metacognition is a fuzzy term and needs deeper investigation in different learning context to inform the psychological learning theories and instructional design practices. Science centers among the world provide life-long learning environments for the citizens. As they become widespread, the constant need to understand cyclical educational and organizational practices to inform instructional design practices under the lens of theoretical perspectives have become one of the primary issues to deal with. Figuring out the current educational and instructional design considerations might give a privilege to designers, practitioners, and researchers to understand in which conditions learners are at the core of the educational processes. For a deeper investigation of instructional design issues within the science centers, this qualitative inquiry-driven multimethod study underpinned the current practices of science centers and investigated the indicators of individual and shared metacognition within these learning environments. Underpinning the current practices led to propose instructional design considerations that might increase the educational effectiveness in science centers, and provide an auxiliary resource for researchers from different professional branches who are engaged in or prepared to make researches on science centers. Whereas, investigating the indicators of metacognition within science center settings both informed the learning theories and instructional design practices.