The Relationship Between Metacognition AndEnvironmental Awareness In Biology Learning: ASystematic Literature Review In Outdoor And CitizenScience Contexts

Abstract

 This study conducts a systematic literature review (SLR) to analyze the relationship between metacognition and environmental awareness in biology education, particularly through outdoor learning and citizen science approaches. Using the PRISMA method, researchers evaluated 45 selected articles from Scopus, ERIC, and Google Scholar databases (2013–2023). The problem addressed is the need to strengthen ecological literacy through effective learning strategies. The study aims to identify the impact of integrating metacognition into environmental education. Key findings reveal that: (1) outdoor ecology activities incorporating metacognitive reflection (planning, monitoring, evaluation) significantly enhance students’ environmental connectedness; (2) participation in citizen science projects (e.g., iNaturalist, GLOBE) strengthens both metacognition and environmental awareness through authentic engagement in scientific research; and (3) implementation challenges include school infrastructure limitations and the lack of standardized metacognition measurement tools. The study recommends integrating Flavell’s (1979) metacognitive awareness framework with environmental education to develop evidence-based learning models. These findings have practical implications for high school biology curricula, particularly in fostering ecological literacy and 21st-century skills.