From Individual to Socially Shared Regulation: A Conceptual Synthesis of Metacognitive Knowledge in Collaborative Science Inquiry

of Metacognitive Knowledge in Collaborative Science Inquiry 3 problem-solving, and metaemotion.Theoretical consensus within the literature identifies three fundamental pillars of metacognitive knowledge: declarative, procedural, and conditional knowledge.Declarative knowledge encompasses a learner's understanding of personal cognitive characteristics, including individual strengths and weaknesses, as well as the specificities of the task at hand.In the context of science inquiry, this involves an awareness of the scientific or intuitive conceptions a student currently holds.Procedural knowledge refers to the understanding of how to employ specific writing or learning strategies and the cognitive steps required for task execution.Conditional knowledge involves understanding when and why to apply particular strategies to achieve epistemic ends such as truth, understanding, and error avoidance.Recent advancements in science pedagogy emphasize conditional metaconceptual knowledge, defined as metacognitive understanding regarding why and in which contexts specific conceptions are scientifically appropriate or inappropriate.This pillar is essential for enabling students to self-regulate the use of intuitive cognitive biases-such as teleology, anthropomorphism, and essentialism-when engaging with counterintuitive scientific concepts like evolution.NinBioinformatics Reproducible Research Reports • Projects of Drug Discovery and Literature Summarization Workshop (Batch 1.0) From Individual to Socially Shared Regulation: A Conceptual Synthesis of Metacognitive Knowledge in Collaborative Science Inquiry 6 2. Self-Regulated Learning (SRL) and Social Cognition ( 1980s-2000s) Metacognition was integrated into the broader construct of self-regulation, shifting focus toward volitional control over cognition, affect, and behavior. The Social Turn and Collaborative Inquiry (2000s-2015)Theoretical attention shifted from individual minds to collective activity within computer-supported collaborative learning (CSCL). Socially Shared Regulation of Learning (SSRL) (2011-Present)Recent literature focuses on the distributed agency of groups, distinguishing between individual, coregulated, and socially shared regulation.Major Theory: Metacognitive Knowledge and Monitoring.