Introduction

Abstract

This book addresses the point where cognition, metacognition and culture intersect. The main purpose of this book is to map and analyze the research in these themes in the four STEM domains – science, technology, engineering, and mathematics. We identify and characterize commonalities and differences in research pursuits and findings across the various STEM domains. We point out and discuss discipline-dependent nuances and cutting-edge research on how various forms of cognitive and metacognitive instruction in different cultures may enhance teaching, learning, and thinking in STEM classrooms. Most of the authors focus on high school, while some investigate with university classrooms or both. The book chapters present a full range of methodological approaches with a primary emphasis on student learning. The variety of author nationalities and the cultures they investigate are additional testimonials of the robustness and multifaceted nature of this book.