How does meta cognition help in knowledge construction?
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A well-accepted fact among educational psychologists is the idea that knowledge is not absorbed but rather constructed through a person’s experiences with his or her environment. This knowledge may be constructed individually or collaboratively.
Meta-cognition: Metacognition is “cognition about cognition”, or “thinking about thinking”. In other words, it is a deeper level of thinking that includes our ability to think about our thinking; how we understand, adapt, change, control, and use our thought processes. It comes from the root word “meta”, meaning beyond. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
Metacognition also involves thinking about one’s own thinking process such as study skills, memory capabilities, and the ability to monitor learning. This concept needs to be explicitly taught along with content instruction. Metacognitive knowledge is about our own cognitive processes and our understanding of how to regulate those processes to maximise learning.
A well-accepted fact among educational psychologists is the idea that knowledge is not absorbed but rather constructed through a person’s experiences with his or her environment. This knowledge may be constructed individually or collaboratively.
Meta-cognition: Metacognition is “cognition about cognition”, or “thinking about thinking”. In other words, it is a deeper level of thinking that includes our ability to think about our thinking; how we understand, adapt, change, control, and use our thought processes. It comes from the root word “meta”, meaning beyond. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
Metacognition also involves thinking about one’s own thinking process such as study skills, memory capabilities, and the ability to monitor learning. This concept needs to be explicitly taught along with content instruction. Metacognitive knowledge is about our own cognitive processes and our understanding of how to regulate those processes to maximise learning.
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