Generally, knowledge is universal awareness or possession of information and gained trough experience or study. Knowledge brings humans to the successful epoch of creation and achievement. The deep study of knowledge conveys the new theories of wisdom that is metacognition. Metacognition or metacognitive is a study about thinking on what own’s thinking and managing or supervising their own learning (Fauzan, 2004, p. 2). In other research, Lai (2011) explained metacognitive as consciousness of someone thinking or responsiveness of one’s subject matter conceptions (p. 4). Overall, metacognition can be described as knowledge. In common, metacognition can be grouped into three major knowledge categories which are declarative, procedural and conditional …show more content…
The first type of metacognition awareness is declarative knowledge. Usually, information about facts derived from the past memory and containing a statement. In specifics, declarative memory considered as knowledge that is storage of facts and events. Ability to learn and knowingly to recall everyday facts and events also best hint to define declarative memory in specific. This knowledge require an individual capacity to store association in long term memory. This mean an individual capability to store relatives information must in single trial. Declarative knowledge is accurate information that is professed, spoken and recorded. According to (Berge & Hezewijk, 1999), declarative knowledge is considered to be memory that store information about facts and events. Sometimes this type of knowledge always know as semantic and episodic memory (Berge & Hezewijk, 1999). Semantic memory relating to meaning or the differences between meanings or words and symbols in human knowledge. Episodic memory are relating to resembling an episode and divided into composed of closely connected but independent …show more content…
Unlike declarative knowledge that focus on facts and events, procedural knowledge need learners to determine their performance steps in a processes. According to (Berge & Hezewijk, 1999), procedural memory is proposed as the scheme containing information in what manner to do things. This refers to knowledge specific focus skills, techniques and methods. In other research by (Hsiao & Chai, 2003), procedural memory associated to what human carry out. Memory also consist of the association between one set of environmental stimuli and brain motor that called stimulus response learning (p, 170). For example, ability to ride bikes, playing badminton, play video games and any other skills. This type of knowledge concerned with actual facts, real life and experience but not fretful with theory. Another research by Yalmaz and Yalcin (2012), declare that procedural knowledge shows how to carry out a task that is gain through some procedures in any directions and performed step-by-step (p, 50). Usually, many experiment are needed to acquire procedural knowledge, although one-trial learning does occur. These skills are hard to express vocally. The only way to show their presence is by means of performance (Berge & Hezewijk, 1999). For example, a method to balance a checkbook would be considered procedural knowledge because needs more attention and concentration when examine the content of the book. This require a
...Baddeley (1966) study of encoding in the short term memory and long term memory supports the MSM model on the mode of processing such that words are processed on recall and both models share the same opinion that processing does influence recall. Finally, the MSM model of memory states that all information is stored in the long term memory, however, this interpretation contrasts with that of Baddeley (1974) who argue that we store different types of memories and it is unlikely that they occur only in the LTM store. Additionally, other theories have recognised different types of memories that we experience, therefore it is debatable that all these different memories occur only in the long-term memory as presumed by the multi-store model which states the long term memory store as with unlimited capacity, in addition it also fails to explain how we recall information.
Metacognition can be complex; however, it is essential to teach at an elementary level because it’s an intellectual habit that can be obtain by the teacher’s method of teaching and the student’s consciousness of learning. Thinking about thinking is necessary in elementary level because of the awareness of the student’s thinking process. The teacher must be conscious of the different aspects of learning of each student and be able to work with them with different strategies that are the best to make their learning process more effective and interesting.
This essay will firstly briefly describe the theories and important facts about the original multi-store model of memory (MSM) and the working memory model (WMM).
Metacognition: according to the website sharp brains, the metacognition has two phases: the first is knowledge about cognition or by other words, it is thinking about our thinking. The second is observing and controlling our way of thinking.
In conclusion, Baddeley and Hitch (1974) developed the working memory in response to the multi store model and introduced four mechanisms involved; the phonological loop, visual-spaital sketchpad, episodic buffer and the central executive. The four components are also largely supported by a good wealth of evidence (in Smith, 2007).
Schacter, D. L., & Slotnik, S. D. (2004). The cognitive neuroscience of memory distortion. Neuron, 44, 149-160.
I will first be discussing declarative memory, which is characterized by knowledge of facts and events. Much of our current knowledge of the structure and substrates of declarative memory derives from studies of amnesiac patients, from which we can derive two primary findings: declarative memory is separate from other forms of memory such as working and non-declarative memory, and function of declarative memory is dependent on structures
Making and storing memories is a complex process involving many regions of the brain. (3). Most experts agree that we have two stages of memories - short-term memory and long-term memory. Short-term memory is the immediate memory we have when we first hear or perceive someth...
Rolls, E. T., Dempere-Marco, L., & Deco, G. (2013). Holding Multiple Items in Short Term Memory: A Neural Mechanism. Plos ONE, 8(4), 1-13. doi:10.1371/journal.pone.0061078
Memory is associated with multiple brain functions, and the process is neurologically oriented in connivance with the brain. Memory can be activated consciously and unconsciously. There are two different types of memorization: long and short term memory. Information stored under form of short term memory is based on procedural memory. Hence, information can be forgotten shortly after storage; for instance, remembering a phone number. Such information can be easily forgotten if the action is not repeated continuously. In contrast, if the same phone number has been used consistently for many days, and the same dialing action is repeated continuously, the information can be stored under form of long term memory and may never be forgotten. This process is associated with the declarative memory where individuals have control upon memory recall and the action is performed consciously. Memory is the most capital element of the cognitive process. Someone attained of amnesia would not be able to remember previous information, but can remember what is memorized after the symptom is
Tulving, E. and Craik, F. (2000) The Oxford handbook of memory. Oxford: Oxford University Press.
Gluck, M. A., Mercado, E., & Myers, C. E. (2014). Learning and memory: From brain to behavior (2nd ed.). New York: Worth Publishers.
Wheeler, M. A., Stuss, D, t., & Tulving, D. (1997). Toward a theory of episodic memory: The frontal lobes and autonoetic consciousness: Psychological Bulletin, 121, 331-354
The foundation of a classroom setting is based on theories that enhance student learning, have a positive impact on the classroom environment and may “provide valuable guidance for teachers” (Cooper, 2006, cited in Eggen and Kauchak, 2010). Even though teaching is about what a student is taught, there are certain practises that are used to get the most out of students without the student realising. Experts in the field have developed different theories that aim to provide an answer as to how and why children learn. These theories aim to help teachers understand why children think the way they do and why different children respond better to different teaching techniques. There are many differing theories but this paper will focus on three – motivational, social-cognitive and metacognition. This paper will provide information on each theory, backed up by the theorist and will explain how each has an impact in the classroom.
Unfortunately there are no quick fixes for the problems that plague the modern classrooms; there are only stopgaps and remedies which may be helpful in mitigating the problem until a more permanent solution is attained. These remedies constitute my personal teaching philosophy. One of these remedies involves instructing the students in the act of metacognition, st...