Assessing Grade School Students Metacognition in Solving Mathematical Problem (original) (raw)
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Metacognitive Strategies: Asset to Efficient Learning and Education
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The following text deals with the metacognitive strategies. All authors introduce readers into the metacognition terminology and knowledge and describe in detail contemporary trends in the field of metacognitive strategy research. Authors acquaint the reader to the current findings of empirical researches and also they point out the importance of the elementary implementation of metacognitive activities into the educational process. Key words metacognition, metacognitive strategies, comprehension strategies, problem solving strategies many experts in the field of education the key to a new dimension of a student's potential which needs to be examined in detail. So far we have discovered very little about the process of how individuals go from the rather passive and unintended usage of strategies, to active and towards-the-goal-aimed usage which can be more frequently observed among older and more experienced students and especially adults. (Waters-Schneider, 2009). The proper use of metacognition shows undeniable trend towards understanding and describing suspected and unsuspected possibilities in education. Metacognition Metacognition is usually described as thought process of thinking (Lai, 2011), or as the knowledge of control over the inner cognitive activities during the learning process, therefore we are more likely to gain and use already known knowledge of the cognitive processes themselves and their predispositions, plus their ability to alter, improve and develop these processes and predispositions (Helus-Pavelkova, 1992). Cognition can be therefore defined as a complex of psychological processes of information elaborationthis way we can (in the relation to metacognition) characterize metacognition as an "object" which is administrated by metacognitive processes on its specific level. A point of view where metacognition and cognition can be differentiated is described by J. Garofalo and F. Lester (1985): "it's necessary to perceive cognition as a process that is connected to the performance process, unlike metacognition which administrates the selection and planning of such things, which are needed to be done and then, it monitors what is progress right now" (1985: 164). However, it is very hard to exactly differ these two terms from each other. Some authors referred to this construct as to a e.g.: reflexive abstraction (Piaget-Wedgwood-Blanchet, 1976), or to a reflexive intelligence (Skemp, 1979). The concept of metacognition was first used by developmental psychologists and it is today well discussed and applied in the field of clinical psychology, experimental psychology, cognitive neurosciences and mainly by educational psychology. J. Flavell (1979), who is said to be the author of the original term "metacognition", divided metacognition into two elementary components: cognitive knowledge and cognitive regulation/monitoring. The knowledge of cognition contains quite ordered set of knowledge about our own-self (personal) characteristics (strong and weak features of cognition), knowledge of strategies and required tasks (assignment characteristics and the requirements of the assignment/task situation based on the analogy of previous experience). This cognition also contains the knowledge of "know how to do things", when to do them and when is the best time and conditions to apply individual strategy. G. Schrawa's, K. J. Crippen's and K. Hetley's (2006) division is the most commonly used nowadays. They divide this subcomponent of metacognition into declarative knowledge, procedural knowledge and conditional knowledge. Metacognition is a multidimensional construct, which is related to important concepts such as motivation (
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12th International Conference of J. Selye University. Section of Pedagogy and Informatics , 2020
This article aims at reviewing the related literature of metacognition toward the learning performance of students, as well as the models and concepts which scholars commonly choose for the project of a thesis or the journal article for publication. The focusing points in terms of metacognition of the learners are planning, monitoring, and self-regulated learning. The aims of this study is a) to review the concepts and model of metacognition; b) to find out whether metacognition can develop learners' performance in their learning or not; c) to seek for how is the metacognition can support on problemsolving and critical thinking of the learners; and d) to ascertain on the relationship of the mindfulness and metacognition. In the point of view emphasis in three aspects such as metacognitive knowledge, metacognitive monitoring, and metacognitive control. Moreover, to review how metacognition develops the self-regulated learning of the learners, and there is self-reflection plays a significant role between self-regulated learning and metacognition. Additionally, the review of metacognition in the teacher has been focused on in terms of teacher professionals. In any of the reviewing of the research, a good result in the academic achievement of the students has found after instruction on metacognition.