MetacognitionWhat is metacognition?The term metacognition was found by John Flavell in 1979. He says that metacognition is knowledge that is based on reasoning related to cognitive occurrences dealing with the certain material. Furthermore, it is activity used to regulate, to some extent, cognitive creativity (Channa, Nordin, Siming, Chandio, & Koondher, 2015; Flavell, 1979). Jean Piaget described metacognition knowledge of one's own thoughts and thought processes. Thought can be directed by the thinker, is conscious, intentional, intelligent and can be controlled (Fox & Riconscente, 2008). Simply put, metacognition is "thinking about our thinking," (Flavell, 1979; Fox & Riconscente, 2008).
Why is metacognition important?Without teaching metacognition first, we cannot continue to teach other elements of comprehension. We must first lay the foundation for metacognition before we can begin to teach reading comprehension strategies. Most students already use metacognition in their daily lives and don't even realize it, but it's not yet used in their reading (McGregor, 2007). Research has also shown that there is a direct correlation between using self-regulated learning strategies and metacognition in both reading comprehension and language development in English Language Learners (Abbasian & Hartoonian, 2014).
What are some strategies for teaching metacognition?
|