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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.
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.
metacognitive scaffolding can be used to encourage students in reflecting and help build a sense of a community among learners. [110] Specifically, Reingold, Rimor and Kalay recommend using metacognitive scaffolding to support students working on a common task.
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.
Research findings indicating that journals of this type are likely to increase metacognition through students becoming more aware of their own thought processes. [3] Research using a "thinking book" which investigated the development of reflective thinking skills in children. [4]
This approach enables students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing. It embraces the idea that students can effectively learn from each other. [37] There are empirical studies that show the efficacy of reciprocal teaching even in subjects such as mathematics.
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.
Like the more skills-based approaches of information literacy, metaliteracy encourages the use of a variety of new and emerging technologies. It also incorporates related literacies such as visual literacy, digital literacy, media literacy, and transliteracy, and promotes metacognitive reflection as an empowering practice for learners ...