Metacognition Theoretical Frameworks to
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Transcript Metacognition Theoretical Frameworks to
Metacognition refers to a learner’s ability
to be aware of and monitor their own
learning processes.
Usually defined by it’s component parts.
Knowledge of
cognition
Regulation of
cognition
Refers to what
individuals know
about their own
cognition or
cognition in general.
Refers to
metacognitive
activities that help
control one’s
thinking and
learning.
Includes three types of metacognitive
awareness:
Declarative Knowledge
Procedural Knowledge
Conditional Knowledge
Declarative
Procedural
Conditional
knowing about oneself
as a learner and about
what factors influence
one’s performance.
Refers to knowledge
how to execute
procedural skills.
Refers to knowing when
and why to apply
various cognitive
actions.
Example: capacity
limitations, rehearsal,
and integration of info
into LTM.
Example: heuristics
and strategies such as
how to “chunk”
information.
Example: knowing when
and what information to
rehearse.
Individuals use
knowledge and select
skills more
automatically.
Allows
Effective learners
appear to use these
aspects.
students to
allocate resources and
use strategies
effectively.
Three essential skills are included in the
process of controlling one’s thinking or
learning:
Planning
Monitoring
Evaluation
Regulation of Cognition
Planning
Selection of
appropriate
strategies and
the allocation of
resources that
effect performance.
Example: making
predictions before
reading, selection
of strategies and
allocation of
resources before
beginning a task.
Monitoring
Refers to one’s
on-line
awareness of
comprehension
and task
performance.
Evaluation
Refers to
appraising
the products
and
regulatory
processes of
learning.
Example: Such
as self-testing
while learning.
Example:
Such as reevaluating
goals and
conclusions.
“Is a relatively systematic structure of
knowledge that can be used to explain
and predict a broad range of cognitive
and metacognitive phenomena”
(Schraw & Moshman, 1995.)
› These theories are personally derived.
› And integrate knowledge of cognition and
regulation of cognition.
Characteristics
› Allows an individual to integrate varied
aspects of metacognition into a single
framework.
For example, children have difficulty using
knowledge of memory to regulate cognition,
because they have not yet integrated
metacognitive knowledge and regulatory
skills.
Characteristics continued:
Coordinate beliefs that allow individuals to
predict, control and explain their cognition,
the cognition of others, or cognition in general.
For example, a good strategy user, knows effective
learning depends on activating relevant knowledge
from memory, selectively using strategies, and motivates
oneself to learn material at a deeper level. This guides
ands coordinates one’s learning constituting a theory of
what it means to be an effective learner.
There are three different types of
metacognitive theories:
Tacit Theories
Informal Theories
Formal Theories
Are unconcious frameworks that
systematize metacognitive knowledge.
for example, children’s beliefs about
intelligence affects behavior in a
classroom.
Individuals are aware of some of their
beliefs and assumptions regarding a
phenomena, but have not yet
constructed a theoretical structure that
integrates and justifies beliefs.
› Informal theories start as domain specific,
and gradually are generalized to other
domains.
A systemized approach to learn
something that has a specific form or
structure (e g. physics, music, or statistics)
that needs to be known, used, or
remembered.
› Allows individuals to make informed choices
about self-regulatory behaviors.
Cultural Learning
Peer interaction
Individual Construction
When students lack a theory of
metacognitive knowledge, they are unable
to explain their cognitive performance or plan
effectively.
› For example, students have difficulty in scientific
reasoning due to lack of knowledge of a theory of
metacognition.
› Students do not differentiate between formal
hypotheses and the data used to test these
hypothesis, because they lack the skills to think
strategically.
Many programs do not help students
understand the structure of
metacognitive theory and use the theory
to organize knowledge.
Thus, Instructional programs should
include:
› Ways to help construct metacognitive
awareness aiding theoretical formalization.
› To accomplish this…
Educators need to promote general
awareness of the importance of
metacognition:
› Improve regulation of cognition.
› And foster environments promoting
metacognitive awareness.
Planning
Monitoring
What is the nature of
the task?
Do I have a clear
understanding ?
What is my goal?
Am I reaching my
goals?
What kind of
information and
strategies do I need?
Do I need to make
changes?
How much time will I
need?
Evaluating
Have I reached my
goals?
What worked?
What didn’t work?
What would I do
differently next time?
Promoting goal orientations in the
classroom Vs. performance orientations.
› Students with mastery orientations seek to
improve their competence, whereas,
students with a performance orientation
seek to prove competence.