Metacognitive Theory In Education

The concept of metacognition has proven its role in the educational settings yet its term maintain abstractly presented as of what do metacognition really mean (Livingstone, 2003). Flavell (1995) then use metacognition as “ the knowledge and the cognition about cognitive phenomenon, one’s knowledge about his own thinking processes and this knowledge being used to control the cognitive process. Metacognition on the other hand, a term coined by Gassner in 2009, metacognition is simply the knowledge of individuals of the acquired knowledge and in relation to Flavell’s (1995) idea it’s just simply “thinking about thinking”.

Most researchers then illustrates that metacognition is part of our daily living task, everything that we do is associated

Sami in 2009 postulates that evaluation is the analysis of personal goals in achieving ones goals in life. That is to say that, you are looking beyond the outcome of your learning goals if it has achieved or not (Schraw and Moshman, 1995).

Types of Metacognition Theories Schraw in 1995 found that metacognitive theories were referred to individuals’ knowledge which covers two important domains; the knowledge of cognition and the regulation of cognition. By “theory”, accordingly we mean to the structure of predicting a broad empirical phenomena. In relation, “metacognitive theories” are relatively broad range of cognitive and metacognitive phenomena. (Schraw, 1995) refer three different kinds of metacognitive theories; tacit theories, informal theories and formal theories.

Tacit Theories Ones’ awareness that is said to be acquired and constructed by himself possesses the characteristics of tacit theory (McCutcheon,1992 ). Dweck and Leggett in 1992 for example, say that the implicit state of children’s nature of intelligence is affected by his or her behaviour at their very young

And one potential advantage of formal metacognitive theory is that it allows the individual to make informed choices about self – regulatory behaviours. As such Rech et. l. (1994, p.168) refers to the individuals who can make such choices as “producers of their own development”.

Sources of Metacognitive Theories Content explains details as of how theories related to metacognition can bring about change. Schraw (1995) illustrates that there were three factors that could affect on metacognitive theories; cultural learning, individual construction and peer interaction.

Cultural Learning Possibilities of acquiring metacognitive skills can be from social features or of one’s culture itself (Schraw, 1995). Social conceptions that may be formal or informal could be transmitted re considered to be factors of cultural learning (Pressly and Marks, 1992).

Individual