This was an experimental study that has been conducted while taking BS Physics students from a Public sector university based in Lahore. The independent variable for the study was the Metacognitive skills development strategy (Thinking Aloud) enhanced with Cooperative Learning whereas the students' Metacognitive skills were the dependent variable. The sample (two groups, comprising 35 students in each) for the study has been selected with the help of Convenient Sampling. One of them was the experimental whereas the other was a controlled group. The Quasi-Experimental nonequivalent pretest-posttest control group design was used for the conduction of this research. The researcher used a performance test named "Metacognitive Skills Assessment Tool" (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) for the data collection. The results show that the intervention has a
considerable impact on the development of university students' metacognitive abilities.

This study investigates the mediating role of metacognition in the relationship between memorization and intelligence among students of secondary schools in South Punjab, Pakistan. Using a quantitative correlational design, data were collected from 393 students selected through stratified random sampling. A structured 50-item questionnaire measured metacognitive knowledge, regulation, memorization strategies, and intelligence. Reliability and validity were ensured through confirmatory factor analysis, while SPSS v.25 and SmartPLS v.4.0 were employed for analysis. Results revealed that metacognition was positively associated with both memorization and intelligence, and significantly mediated their relationship. Male students outperformed females in metacognitive knowledge and intelligence, though memorization showed no significant gender differences. The findings suggest that memorization provides the foundation of knowledge, but metacognitive regulation transforms it into meaningful application. The study recommends integrating metacognitive training into teaching and curricula to enhance reflective learning and foster higher-order thinking among secondary school learners.

Metaphors are core cognitive resources which enable the learner to comprehend abstract concepts in terms of concrete and embodied ones. This study is a qualitative interpretivist study based on the conceptual metaphor theory (CMT) that aims to examine the use of CMT in the learning of abstract STEM concepts, and its impact on the learning and teaching process. The study uses qualitative data that encompasses classroom discourse, learner reflection and physics, mathematics and biology teaching content, and thematic analysis is used to derive four types of metaphors: flow metaphors, mechanistic metaphors, structural metaphors, and journey metaphors. Results reveal metaphors act as cognitive bridges, facilitating the relationship between previous knowledge and the learning of new concepts, and help learners to reason, visualize, and reflect metacognitively. The study emphasizes the significance of employing metaphors in education of STEM in an educative, purposeful and context-sensitive manner for conceptual learning.