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The theory of metacognition plays a critical role in successful learning, and it's important for both students and teachers to demonstrate understanding of it. Students who underwent metacognitive training including pretesting, self evaluation, and creating study plans performed better on exams. [28]
Participants used a variety of strategies to solve problems and did not always rely on the most effective strategies within their individual repertories. Kuhn and her colleagues discuss the importance of metacognitive abilities to reflect on one's knowledge and manage the choice of problem solving strategies in cognitive development.
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.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
Dunlap and Grabinger say that for higher education students to be lifelong learners, they must develop a capacity for self-direction, metacognition awareness, and a disposition toward learning. [3] The Delors Report [21] proposed an integrated vision of education based on two key paradigms: lifelong learning and the four pillars of learning.
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.
Using these critical features, expert(s) guided students on their journey to acquire the cognitive and metacognitive processes and skills necessary to handle a variety of tasks, in a range of situations [45] Reciprocal teaching, a form of cognitive apprenticeship, involves the modeling and coaching of various comprehension skills as teacher and ...
The essence of the cognitive theory of Inquiry teaching is that of developing students' metacognitive skills. Inquiry teaching deliberately attempts to develop these stills through instruction. The theory is a prescriptive model rooted in the discovery tradition and cognitive sciences.