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Another topic is the extent and limits of knowledge, confronting questions about what people can and cannot know. [2] Other central concepts include belief, truth, justification, evidence, and reason. [3] Epistemology is one of the main branches of philosophy besides fields like ethics, logic, and metaphysics. [4]
The term comes from the root word meta, meaning "beyond", or "on top of". [1] 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 .
A person knowing that they do not know is another aspect of metamemory that enables people to respond quickly when asked a question that they do not know the answer to. In other words, people are aware of the fact that they do not know certain information and do not have to go through the process of trying to find the answer within their ...
Studies within metacognition have proven the value in active learning, claiming that the learning is usually at a stronger level as a result. [24] In addition, learners have more incentive to learn when they have control over not only how they learn but also what they learn. [25] Active learning is a key characteristic of student-centered learning.
Commonly referred to as "knowing-how" and opposed to "knowing-that" (descriptive knowledge). Tacit knowledge – kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it. For example, that London is in the United Kingdom is a piece of explicit knowledge that can be written down, transmitted ...
By asking students what they already know, students are thinking about prior experiences or knowledge about the topic. Next, KWL charts set a purpose for the unit. Students can add their input to the topic by asking them what they want to know. Students then have a purpose for participating and engaging in the topic.
However, the term would not have much general scientific importance except for linguists and anthropologists studying how people use language and what they value. Such usage may differ radically from one culture to another. [7] Many epistemologists have accepted, often implicitly, that knowledge has a real definition.
Another example of tacit knowledge is the notion of language itself: it is not possible to learn a language just by being taught the rules of grammar—a native-speaker picks it up at a young age, almost entirely unaware of the formal grammar which they may be taught later.