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Metacognition can take many forms, such as reflecting on one's ways of thinking, and knowing when and how oneself and others use particular strategies for problem-solving. [ 1 ] [ 2 ] There are generally two components of metacognition: (1) cognitive conceptions and (2) cognitive regulation system.
Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. [1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.
Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
Much of the development of learning logs built on practical classroom applications of mapping and visual tools. [5] [6] This has generated a motivation to engage in the process of reflective learning in students who have had more difficulty in expressing themselves through the conventional written form. The use of the learning logs has extended ...
Research has shown that college students who report that their course material is more interesting, important, and useful to them are more likely to use deeper processing strategies like elaboration and metacognitive control strategies. "At the classroom and task level, there are a number of features that could increase students' situational ...
Metacognition: Metacognition is a broad concept encompassing all manners of one's thoughts and knowledge about their own thinking. A key area of educational focus in this realm is related to self-monitoring, which relates highly to how well students are able to evaluate their personal knowledge and apply strategies to improve knowledge in areas ...
Meta-learning is a branch of metacognition concerned with learning about one's own learning and learning processes. The term comes from the meta prefix's modern meaning of an abstract recursion, or "X about X", similar to its use in metaknowledge, metamemory, and meta-emotion.
The first three, modeling, coaching, scaffolding, are at the core of cognitive apprenticeship and help with cognitive and metacognitive development. The next two, articulation and reflection, are designed to help novices with awareness of problem-solving strategies and execution similar to that of an expert.