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Metacognition

Metacognition refers to thinking about one's own thinking. It involves reflecting on cognitive processes and how factors like the person, task, and strategies influence thinking. Developing metacognition in children takes time as it requires training them to reflect on their thought processes and think about how they solved problems and might approach similar problems in the future. While metacognition is often seen as reflecting after a lesson, asking young children to reflect without training is unlikely to be effective. Theories also debate whether metacognition must be conscious or if some automatic processing can be considered metacognitive.

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159 views8 pages

Metacognition

Metacognition refers to thinking about one's own thinking. It involves reflecting on cognitive processes and how factors like the person, task, and strategies influence thinking. Developing metacognition in children takes time as it requires training them to reflect on their thought processes and think about how they solved problems and might approach similar problems in the future. While metacognition is often seen as reflecting after a lesson, asking young children to reflect without training is unlikely to be effective. Theories also debate whether metacognition must be conscious or if some automatic processing can be considered metacognitive.

Uploaded by

UlfahNurAzizah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as ODP, PDF, TXT or read online on Scribd
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Metacognition

Meta refers to a change of position, a sense of


going beyond or to a second order or higher level,
and cognition refers to our faculty of knowing or
thinking. So the M word describes a higher order
of thinking, one that is reflective and goes beyond
the ordinary level to reflect on thinking itself.

If one thought as simple as I want a cup of tea


can lead to thoughts which might fi re my curiosity
about many subjects that I dont know about,
might motivate me to learn something new or as
in my case keep me centred on the task Im
engaged in, then you can see that the power of
using metacognition in educational settings is
vast.

Metacognition is often seen as the reflective part


of a teaching session. If practised at all, it is
usually in the final section of a lesson, where
children are asked to reflect on what they have
learned; to verbalise how they solved the
problem; to evaluate how difficult or easy they
found the work and to think about how they might
tackle such a problem in the future.

Time
The problem with facilitating the development of
childrens metacognition is that it takes time and it
has no obvious assessed outcome. It is difficult to
measure progress and there may be nothing
tangible to show for the work you have put in.

Asking young children to reflect on their thinking


after the event, without any training in how to do
this, is unlikely to produce a metacognitive
experience. It is difficult for any of us to recall
what we were thinking about some time ago.

Consciousness
Whether metacognition is by definition a
conscious act or whether some forms of
automatic processing can also be deemed
metacognition is an issue still debated by
metacognition theorists. Automatic processing has
been defined as fast, requiring little effort and
control by the subject and operating at a level
below consciousness.

Language
In order to model metacognition we need a
language which involves what are called mental
state words, e.g. know, think, believe,
guess, remember. A good deal of research with
children about their understanding of different
mental state words has concluded that young
children are not consistent in their use of these
words and that understanding of them is a long
process which continues throughout childhood.

Models and theories of metacognition


Metacognitive knowledge is described as the
stored knowledge about ones own cognitive
states, about others cognitive states or about the
nature of cognition in general. Metacognitive
knowledge also refers to an understanding of how
different factors may interact to influence our own
thinking. The Flavell model categorises these
different factors into person, task and strategy
groups.

Models and theories of metacognition


In the person group is our knowledge of ourselves
and others as thinking beings, including that
people think differently; that different people have
different beliefs about thinking; that different
people may be better at some tasks than others;
and an understanding of how cognitive processes
such as attention, concentration and remembering
affect performance. The person category of
metacognitive knowledge interacts and is linked
with the task category.

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