In this study, we aimed to determine metacognition strategies that science teachers use in science lessons and activities they can perform within the scope of these strategies. We used an instrumental qualitative case study design. Research data were collected from science teachers working in public schools during the 2018-2019 academic years. Research findings revealed that science teachers' definitions related to the metacognition concept are developed and compatible with the definitions in the literature. We also found that science teachers use most of the metacognition-enhancing strategies proposed in the literature. In this context, results showed that science teachers generally do plan before the lesson, encourage their students to ask original questions and think for themselves, motivate their students to evaluate their learning experiences based on multiple criteria, hearten their students to empathize and be motivated, help their students to cope with the difficulties, create environments where students can reflect their ideas, try to make students aware of their behaviors, ask their students to explain their statements, perform role-playing and drama activities and try to be a role model for their students. However, science teachers use journal-keeping strategies less than other strategies. We believe that the research can make a significant contribution to the literature and serve as a substantial resource for especially young teachers to gain a solid background in metacognition and how it can be incorporated into one’s teaching practice.



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