Beyond the numbers: embedding metacognition in GCSE physics problem-solving
Issue 395 | Page 30 | Published Nov 2025
Description
Rebecca Mack explores how metacognitive strategies help her students tackle physics calculations more thoughtfully.
References
Black, P. and Wiliam, D. (1998) Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Boohan, R. and Needham, R. (2016) The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science. London: Association for Science Education.
www.ase.org.uk/mathsinscience
Education Endowment Foundation (EEF) (2019) Metacognition and Self-Regulated Learning: Guidance report. London: Education Endowment Foundation.
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition
Rosenshine, B. (2012) Principles of Instruction: research-based strategies that all teachers should know. American Educator, 36(1), 12–19.
www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
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