摘要：AbstractMetacognition is defined as the ability of individuals to reflect, understand, and control their own thinking, learning, and acting. The development and enhancement of students’ metacognition is strongly emphasized worldwide, including in Thailand. This study aim to explored the students’ metacognition on nuclear energy topic of 219 secondary school students in the Northeast of Thailand with the Questionnaire of Metacognition on Nuclear Energy issues (QMNE) as five issues are nuclear reaction, transformation of nuclear energy, nuclear power plant, the radioactive, and nuclear energy atom for life, and 20 students’ interview were employed for data collection. The analysis of the interview data suggested that the participants could not describe about nuclear energy concept, goal, their purpose, only some student could describe how they think, and how they know about how they learn nuclear energy. The factors potentially impeded their development of awareness about learning process and metacognitive strategies were characteristics of content and students, learning processes, and student habit. Moreover, contextual and cultural factors potentially influenced the participants’ metacognition on nuclear energy are also discussed.
