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Reflection paper about the topic metacognition
Reflection paper about the topic metacognition
Reflection paper about the topic metacognition
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Metacognition is a cognitive theory, defined as a leaner’s awareness of his or her own learning process. Grounded in constructivist theory, metacognition gained widespread prominence in the 1970s. Metacognition, or “thinking about thinking”, is not a clearly defined word. research on metacognition, self-regulation, and self-regulated learning must be firmly connected with theory. As Winters et al. (2008) note, the lack of clear guiding conceptual frameworks in research studies creates confusion in terminology and leads researchers to use terms interchangeably. Thus, rather than asking how metacognition is involved during self-regulation, we end up asking whether metacognition is the same as self-regulation. Such definitional quandaries thwart …show more content…
(2008) show how other perspectives have influenced these fields. Researchers can choose their theoretical frameworks, and it is critical that they do so. Research that is not well linked with theory will be disconnected to other research and will not offer clear implications for educational policy and practice. (Kaplan, 2008) While there are competing theoretical models and some disagreement over how best to define the term and its constituent parts, it is generally agreed the topic of metacognition is concerned with metacognitive knowledge, metacognitive experience, and metacognitive regulation and monitoring. (Flavell, 1979; Hacker, Dunlosky, & Glaesser, 1998; McCormick, 2003; Zimmerman & Schunk, 2011; McLeod, 1997; Schneider & Lockl, 2002; Cross & Paris, 1988; Flavell, 1979; Paris & Winograd, 1990; Schraw & Moshman, 1995; Schraw et al., 2006; Whitebread et al., …show more content…
Many researchers distinguish between declarative, procedural, and conditional knowledge types, with varying agreement on those distinctions (Cross & Paris, 1988; Kuhn, 2000; Schraw et al., 2006; Schraw & Moshman, 1995). Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity). Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word problem requires the calculation of momentum as part of its solution. Metacognition Metacognitive knowledge is both having knowledge and having awareness of that knowledge. Metacognitive regulation is the procedural knowledge used to regulate cognitive processes and consists of four components, according to Brown (1987): planning, monitoring, evaluating, and revising. These components are not dependent on domain-specific and structural knowledge. (Wineburg, 2001) Metacognitive monitoring uses two different types
Define what metacognitive or reflective writing is. What are some of the prompts or “topics” for reflective writing?
Jackson, J. P., Clements, P. T., Averill, J. B., & Zimbro, K. (2009). Patterns of knowing:
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.
‘the act of knowing using mental processes such as imagining, remembering, understanding, generalising, finding reasons and causes, making inferences, decision making, forming preferences, desires and intentions, planning and learning’ (Doherty & Hughes, 2009:257)
According to Capra, knowledge can be divided into to parts, rational and intuitive. Everyday we learn, we gain knowledge of our surroundings and from our everyday happenings.
The purpose of this paper is to review the theory of self-regulation and how it can be applied to practice in health care settings to improve patient outcomes. According to Johnson (1997), more than 25 years of research has influenced the development of the self-regulation theory, which is about coping with healthcare experiences. Health problems have shifted from acute to chronic where it has been identified that personal behaviors are linked to over half of societies chronic health problems (Ryan & Sawin, 2009). As the modern nurse strives to provide specialized care and improve patient outcomes, the utilization of nursing theory continues to gain importance. This theory explains how patients use specific types of information to cope with health care events thus providing a rational for selecting information that can be expected to benefit patients. The concept of self-regulation has been a part of nursing practice in a circumlocutory fashion for years. It has been most commonly referred to as self-management creating considerable ambiguity and overlapping of definitions for that term and self-regulation (SR). For the purpose of this paper these terms will imply that people follow self-set goals introduced by their health care provider.
Our first understanding of knowledge is in our childhood when we rely solely on our perception of what we believe to be true, to be actual. Perception is our first natural process of taking in information before we evaluate its justifiedness in our belief or nonbelief of its actuality. The commonly accepted definition of knowledge as, justified true belief, is based on the sources of knowledge. The importance of such sources of knowledge are heavily reliant on the role that memory itself plays in the meaning, scope and reliability of what we call justified true belief.
An important theory of cognitive development was proposed by psychologist Jean Paiget. His theory states that through four stages of cognitive development, children can actively construct their understanding of the world. Organization and Adaptation are two processes of cognitive construction in the world. To understand the world, one must organize their own experience. For example, most people detach significant ideas from less significant ideas. Letting an individual to connect one idea to another, allowing them to arrange their reviews and life events. People often adapt thinking to incorporate new ideas because extra information expanding their understandi...
Knowledge can be said to be information that the brain has received that meets a
...motivation. However, SCT recognise the importance of social interactions and their influence of motivation. Furthermore, SCT is a social cognitive expectancy x value approach to motivation, reflective of Eccles and Wigfield’s (2001;2002) model of expectancy value theory. Similar to attribution theory, SCT determines that motivation is influenced by the environment and interactions with others and how these influence learners’ attributes and judgements. Conversely, SCT is unique as it determines that motivation and behaviour is influences through observation and cognition, disregarding Blooms (1956) domains of affect and psychomotor. Self-regulation is a recent development in SCT. Like SDT, self-regulation comprises of two categories, with learners being self-regulated or not. According to this theory, underachievement occurs when a learner is (Woolfolk et al. 2013).
With reference to two areas of knowledge discuss the way in which shared knowledge can shape personal knowledge?
Knowledge triggers information. There are two ways of describing knowledge. Declarative knowledge is described as “knowing what and why the knowledge of facts and concepts that can be stated or declared” (Ambrose et al., 2010 P?) School students use declarative knowledge in subjects such as chemistry. The mixing of chemicals can cause dangerous effects, if the students does not learn what chemicals should/should not be mixed together and why. A second type of knowledge is often referred to as procedural knowledge, because it involves knowing how and when to apply various procedures, methods, theories, styles, or approaches. (Ambrose et al., 2010). A student applies procedural knowledge in a subject such as math, when they explain how they got to their answer by showing their work step by
Learning to tie shoes and ride a bike requires the encoding, storing, and retrieving of past observations of the procedure. With a lot of practice, children master these skills so well that they are able to remember them the rest of their lives. Memory is the storing of information over time. It is one of the most important concepts in learning; if things are not remembered, no learning can take place. As a process, memory refers to the "dynamic mechanism associated with the retention and retrieval of information about past experiences" (Sternberg 260). We use our memory about the past to help us understand the present. The study or memory in psychology is used in different ways, as well as there are many different ways to study how memory works in humans. In psychology there are many tasks used to measure memory, and different types of memory storages that human's use, such as sensory storing, or short term storing. There are also a lot of techniques that humans use to improve their memory, which they can use to learn, such as mnemonic devices. All these things can be classified as important issues in the study of human memory and ways of learning.
Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7]
A good understanding of one’s own metacognition is necessary before aiming to understand that of other people. This is referred to as intrapersonal perception. Self-regulation, which involves self-monitoring and self-motivation, is an essential skill required to achieve academic success at university. It focuses on the concept of individuals being able to accurately judge their level of knowledge and determine the effectiveness of methods implemented for exam preparation. This allows evaluation of strengths and weaknesses, enabling individuals to engage in focused study. Students who can effectively do this will excel in their time at university. Conversely, those who lack in this skill can have major implications, such as overestimating their knowledge, thus hindering their success. Debra A. Bercher’s findings sugg...