The purpose of this study was to examine the effects of educational software (ES) integrated with metacognitive prompts on 7th grade students' science achievement and metacognition skills. The educational software integrated with metacognitive prompts is appropriate for the instructional strategies based on constructivist theory for the concepts in the unit of "Electricity on Our Lives". The study used "pre test-post test control group" semi-experimental model. While the experiment group used ES integrated with metacognitive prompts, the control group used instruction recommended in the class by the curriculum of the Ministry of National Education and the instruction used by the teacher. A total of 7th grade 53 students were included in the study. Of these, 25 were included in experimental group, 28 were included in the control group. The same teachers instructed in both experiment and control groups. Data collection tools used in the study: Electricity in our lives achievement test which included 35 questions and Kuder-Richardson-20 coefficient which was found as 0.81. Metacognition Scale (MS) has two main components of knowledge of cognition and knowledge of regulation and many dimensions under these two components. The factors covered by the component knowledge of cognition are declarative knowledge, procedural knowledge and conditional knowledge. Knowledge of regulation component, on the other hand, includes planning, self-control, cognitive strategies, self-evaluation and self-monitoring factors. The internal consistencies of factors are 0.93, 0.85, 0.78, 0.74, 0.76, 0.79, 0.64, and 0.69 respectively. The internal consistency of Metacognition Scale is 0.96 and it has 30 items. The metacognitive skills in the educational software were planning, self-monitoring, self-assessment and self-checking. At the stage of planning, the students were asked to review the knowledge they learned in previous grades and to identify their goals before starting the activity. At the stage of self-monitoring, the students who continued the activities in the software were asked questions to review what they had done or learnt until that time. The stage of self-assessment contained questions that enabled the students to evaluate their strong and weak aspects during the activities. According to the pre-test results, there was not a significant difference between the achievement scores of experimental and control group students. However a significant difference was found between the scores of post test. There was no significant difference between the experiment and control group in MS scores of pre test however, there was a significant difference in favor of the experiment group in all the factors in the post test.