Abstract
This research analyzed the state of metacognition in South African Physical Science classrooms, the extent to which South African Physical Science teachers possess metacognitive awareness, and how effective the teachers are in fostering metacognition. Assessment of the current state of metacognition in a sample of Physical Science classes at two KwaZulu-Natal districts, inferring the observed and analyzed level of metacognition of the participants, was based on the assumption that low levels of metacognitive awareness was the reason for achieved poor results. The major findings of this research found; there is a poor state of metacognitive awareness within the studied Physical Science classrooms.
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