In the study, which was framed with the reasons that the effective use of metacognitive strategies increases the quality of learning and that science education provides a basis for an effective learning environment in providing metacognitive awareness, the study aimed to examine the metacognitive awareness of middle school students in terms of various variables in the focus of science education. A total of 501 students attending four different middle schools in the fall semester of the 2020-2021 academic year in the central district of Sakarya participated in the study. The 'Metacognitive Awareness Inventory for Children B Form' was used to determine the students' metacognitive awareness, and the 'personal information form' was used to collect data on their demographic characteristics. The data were analyzed by Mann Whitney U and Kruskal Wallis tests. As a result of the analysis, metacognitive awareness among middle school students; It was found that it did not change according to gender and grade level, there was a significant difference in terms of science course grade point average, participation in a science related project, making experiments in science lessons and using science subjects in daily life. As a result, it is understood that students have the opportunity to use relevant strategies in the learning of science subjects in order to improve their metacognitive awareness, and in this direction, it is thought that teachers' diversification of learning environments with methods and techniques as well as activities and materials in science lessons that allow students to develop their metacognitive awareness will have important contributions.