Separating, filtering and dissolving - Thinking metacognitively

Thinking metacognitively involves a three-stage approach to scientific investigations, particularly when exploring concepts such as separating, filtering, and dissolving. In the 'Planning' stage, students are encouraged to clarify their objectives for the investigation and to reflect on their existing knowledge of the subject. They must consider the challenges they might face and ensure they have all the necessary resources. Collaboration is key, so they also need to consider their partner's ideas and whether they have integrated them effectively into their plan. This stage is about setting clear goals, anticipating difficulties, and being open to alternative strategies.

During the 'Doing' stage, students are actively engaged in the investigation, applying their plans to the practical task of separating mixtures through various methods. They must remain adaptable, ready to reassess and modify their approach if needed. This stage is not just about following a procedure but also about learning from the process and understanding their own learning styles. The 'Evaluative' stage is where reflection on the investigation's outcomes occurs. Students assess what worked well, what they could improve, and what lessons they can carry forward into future scientific inquiries. They also consider the reversibility of materials and the effectiveness of separation techniques. Throughout, there is an emphasis on collaboration and the value of discussing the investigation with others to enhance understanding and outcomes.