{"id":13245,"date":"2013-02-09t19:48:20","date_gmt":"2013-02-10t00:48:20","guid":{"rendered":"\/\/www.imrbdigital.com\/?page_id=13245"},"modified":"2021-02-19t18:00:23","modified_gmt":"2021-02-19t23:00:23","slug":"metacognition","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/guides-sub-pages\/metacognition\/","title":{"rendered":"metacognition"},"content":{"rendered":"\n\n\n
by nancy chick\u00a0<\/em><\/td>\nprint version<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
cite this guide:<\/strong> chick, n. (2013). metacognition. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. retrieved [todaysdate] from \/\/www.imrbdigital.com\/guides-sub-pages\/metacognition\/.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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thinking about one’s thinking<\/a> | \u00a0putting metacognition into practice<\/a><\/p>\n

thinking about one\u2019s thinking<\/h2>\n

metacognition is, put simply, thinking about one\u2019s thinking.\u00a0 more precisely, it refers to the processes used to plan, monitor, and assess one\u2019s understanding and performance.\u00a0metacognition includes a critical awareness of a) one\u2019s thinking and learning and b) oneself as a thinker and learner.\"\"<\/a><\/p>\n

initially studied for its development in young children (baker & brown, 1984; flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (hatano & inagaki, 1986).\u00a0 in how people learn<\/em><\/a>, the national academy of sciences\u2019 synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a \u201c\u2018metacognitive\u2019 approach to instruction\u201d<\/strong> (bransford, brown, & cocking, 2000, p. 18).<\/p>\n

metacognitive practices increase students\u2019 abilities to transfer or adapt their learning to new contexts and tasks (bransford, brown, & cocking, p. 12; palincsar & brown, 1984; scardamalia et al., 1984; schoenfeld, 1983, 1985, 1991).\u00a0 they do this by gaining a level of awareness above the subject matter<\/em>: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts.\u00a0 when pintrich (2002) asserts that \u201cstudents who know about the different kinds of strategies for learning, thinking, and problem solving will be more likely to use them\u201d (p. 222), notice the students must \u201cknow about\u201d these strategies, not just practice them.\u00a0 as zohar and david (2009) explain, there must be a \u201cconscious<\/em> meta-strategic level of h[igher] o[rder] t[hinking]\u201d (p. 179).<\/p>\n

metacognitive practices help students become aware of their strengths and weaknesses as learners, writers, readers, test-takers, group members, etc.\u00a0 a key element is recognizing the limit of one\u2019s knowledge or ability and then figuring out how to expand that knowledge or extend the ability. those who know their strengths and weaknesses in these areas will be more likely to \u201cactively monitor their learning strategies and resources and assess their readiness for particular tasks and performances\u201d (bransford, brown, & cocking, p. 67).<\/p>\n

the absence of metacognition connects to the research by dunning, johnson, ehrlinger, and kruger on \u201cwhy people fail to recognize their own incompetence\u201d (2003).\u00a0 they found that \u201cpeople tend to be blissfully unaware of their incompetence,\u201d lacking \u201cinsight about deficiencies in their intellectual and social skills.\u201d\u00a0 they identified this pattern across domains\u2014from test-taking, writing grammatically, thinking logically, to recognizing humor, to hunters\u2019 knowledge about firearms and medical lab technicians\u2019 knowledge of medical terminology and problem-solving skills (p. 83-84).\u00a0 in short, \u201cif people lack the skills to produce correct answers, they are also cursed with an inability to know when their answers, or anyone else\u2019s, are right or wrong\u201d (p. 85).\u00a0 <\/a>this research suggests that increased metacognitive abilities\u2014to learn specific (and correct) skills, how to recognize them, and how to practice them\u2014is needed in many contexts.<\/p>\n

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putting metacognition into practice<\/h2>\n

in \u201cpromoting student metacognition<\/a>,\u201d tanner (2012) offers a handful of specific activities for biology classes, but they can be adapted to any discipline. she first describes four assignments for explicit instruction <\/strong>(p. 116):<\/p>\n