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    Metacognitive & Metacognition

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    Liway Joy
    1) Metacognition refers to thinking about one's own thinking and is composed of metacognitive knowledge and regulation. 2) Metacognitive knowledge includes declarative, procedural, and conditional knowledge about cognition. 3) Declarative knowledge is knowledge about oneself and abilities, procedural is how to do things, and conditional is when and why to use strategies. 4) Developing metacognitive knowledge and skills like metamemory allows students to better understand and monitor their own thinking.

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    Metacognitive & Metacognition

    Uploaded by

    Liway Joy
    25 views2 pages
    1) Metacognition refers to thinking about one's own thinking and is composed of metacognitive knowledge and regulation. 2) Metacognitive knowledge includes declarative, procedural, and conditional knowledge about cognition. 3) Declarative knowledge is knowledge about oneself and abilities, procedural is how to do things, and conditional is when and why to use strategies. 4) Developing metacognitive knowledge and skills like metamemory allows students to better understand and monitor their own thinking.

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    METACOGNITIVE & METACOGNITION

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    1) Metacognition refers to thinking about one's own thinking and is composed of metacognitive knowledge and regulation. 2) Metacognitive knowledge includes declarative, procedural, and conditional knowledge about cognition. 3) Declarative knowledge is knowledge about oneself and abilities, procedural is how to do things, and conditional is when and why to use strategies. 4) Developing metacognitive knowledge and skills like metamemory allows students to better understand and monitor their own thinking.

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    25 views2 pages

    Metacognitive & Metacognition

    Uploaded by

    Liway Joy
    1) Metacognition refers to thinking about one's own thinking and is composed of metacognitive knowledge and regulation. 2) Metacognitive knowledge includes declarative, procedural, and conditional knowledge about cognition. 3) Declarative knowledge is knowledge about oneself and abilities, procedural is how to do things, and conditional is when and why to use strategies. 4) Developing metacognitive knowledge and skills like metamemory allows students to better understand and monitor their own thinking.

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    CHAPTER 2: METACOGNITION: THINKING ABOUT THINKING

    Children must be taught how to think, not what to think.

    - Margaret Mead

    Lesson 1: Metacognition and Metacognitive Knowledge

    METACOGNITIVE

    A vital skill to other skills like problem-solving, creative thinking, and critical thinking. The good
    news is that metacognition can be taught.

    METACOGNITION

    The term metacognition is attributed to Flavell.


    Knowledge concerning one’s cognitive processes and products or anything related to them,
    e.g., the learning-relevant properties of information and data.
    The active monitoring and consequent regulation and orchestration of these processes
    concerning the cognitive objects or data on which they bear, usually in the service of some
    concrete goal or objective (Flavell, 1976).
    Knowledge and cognition about cognitive phenomena” (Flavell, 1979).
    The meaning metamorphosed into “thinking about thinking, “knowing about knowing,”
    and “cognition about cognition.”

    COMPONENTS OF METACOGNITION

    The elements of metacognition are metacognitive knowledge and metacognitive


    regulation (Flavell, 2004). These two elements are interrelated; the presence of the first one
    enhances the second element.

    METACOGNITIVE KNOWLEDGE (ALSO CALLED KNOWLEDGE OF COGNITION)

    refers to “what individuals know about their cognition or cognition in general” (Schraw, 2002).

    DECLARATIVE KNOWLEDGE

    Knowledge about things


    Knowledge about one's own abilities
    Knowledge about factors affecting one's own performance

    PROCEDURAL KNOWLEDGE

    Knowledge on how to do things


    Knowledge on how to execute skills

    CONDITIONAL KNOWLEDGE

    Knowledge on when and why to apply cognitive acts


    Knowledge on when a strategy is appropriate
    COMPONENTS OF METACOGNITIVE KNOWLEDGE

    DECLARATIVE KNOWLEDGE or personal knowledge (WHAT)

    The learner’s knowledge about things.


    It also refers to the learner’s understanding of own abilities, and the knowledge about oneself
    as a learner and of the factors that moderates one’s performance.
    This type of knowledge is not always accurate as the learner’s evaluation of his or her
    capabilities may be unreliable.
    This type of knowledge is not always accurate as the learner’s evaluation of his or her
    capabilities may be unreliable.
    A learner has limited information as to the semantic rules is also a declarative knowledge.

    PROCEDURAL KNOWLEDGE or task knowledge (HOW)

    It involves the knowledge of how to do things and how skills or competencies are executed.
    The assessment on the learner’s task knowledge includes what knowledge is needed (content)
    and the space available to communicate what is known (length).
    Such knowledge gives confidence in working with the problem.

    CONDITIONAL KNOWLEDGE or strategy knowledge (WHEN AND WHY)

    It refers to the ability to know when and why various cognitive acts should be applied.
    It involves using strategies to learn information (knowing how to know) as well as adapting
    them to novel contexts (knowing when a strategy is appropriate).

    METACOGNITIVE KNOWLEDGE

    The result of an individual’s metacognitive experiences.


    Flavell (1979) explained them as experiences that “an individual has through which
    knowledge is attained, or through regulation occurs.
    A learner who obtained low scores in knowledge and skills test becomes aware that he or she
    has low declarative and procedural knowledge.
    Metacognitive knowledge depends so much on the learner’s metamemory.

    METAMEMORY

    The knowledge of what memory is, how it works, and how to remember things. Through
    instruction and individual effort, metamemory develops over time.
    Learners who have been taught how to organize information and use rehearsal strategies have
    richer metamemory. They can retrieve declarative, procedural, and conditional knowledge
    when required by the task.

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