Metacognition Essay

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Metacognition is defined as “thinking about thinking”. Metacognition consists of two components: knowledge and regulation. Metacognitive learning includes knowledge about oneself as a learner and the factors that might impact performance, knowledge about strategies, and knowledge about when and why to use strategies. Metacognitive regulation is the monitoring of one’s cognition and includes planning activities, awareness of understanding and task performance, and assessment of the efficacy of monitoring processes and strategies. Metacognition also improves with suitable instruction, with experimental evidence supporting the notion that students can be taught to reflect on their own thinking. Valuation of metacognition is challenging for a number of reasons: (a) metacognition is a complex construct; it is not directly observable; it may be confounded with both verbal ability and working memory capacity; and existing measures tend to be narrow in focus and decontextualized from in school learning. It identified self-directed learning as one of the life and career skills necessary to prepare students for post-secondary education and the workforce. However, educators may not be aware with the methods for teaching and assessing metacognition, mainly among elementary aged children. Educational psychologists have long promoted the importance of metacognition for regulating and supporting student learning but the question arises; how understanding of metacognition improve the way a students learn? There are number of strategies through which they can improve their learning; firstly, pre-service teacher’s used the self-regulated learning (SRL) method to enhance student learning. SRL promotes metacognition and it promotes deeper understandi...

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...achers and how the helps there students by Self- regulated learning. They use quasi-experiment because they want to see the action of retrospective learning in teachers to examine how this learning is helpful for pre-service teachers and is pre-services physics teacher is capable in teaching self-regulated learning (SRL) to their students. Those Pre-services teacher who scan both problematic and effective experiences develop more in their teaching SRL strategies. On the other side those who only focused problematic experiences not adapt SRL strategies. By merging two more factors; learning from problems (LFP) and learning from successes (LFS) into SRL model, pre-service teachers can enhance their confidence and experiences and the most important thing that how they can assist there students in learning SRL strategies in class room and promote the ideology of SRL.

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