Examinution of Science curriculum in middle school from the metacognitive perspective

The purpose of this study was examination of Science course in middle schools in terms of emphasis placed on metacognitive knowledge. A sample of 551 from middle school students in Shiraz was selected using clustered random sampling. Documents examined were all textbooks, teaching guides, and academic objectives of the course. Data werecollected using a questionnaire along with content analysis. Results indicated that the mean of metacognitive knowledge (M=3.82) was higher than that of metacognitive control (M=3.74). A Chi-square analysis showed significant difference between metacognitive and nonmetacognitive factors in the text.