DNP 801 Topic 4 Discussion Question 2
DNP 801 Topic 4 Discussion Question 2
Metacognition is thinking about thinking. What are some of the benefits of metacognition, and why is it important for doctoral learners to understand their metacognitive processes?
Why is it important to develop the skill of questioning? How does developing this skill apply to your reading of empirical articles, research conclusions, and your own DPI Project?
Metacognition is an awareness of one’s own thought processes and an understanding of the patterns behind them. 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 own ways of thinking and knowing when and how to use particular strategies for problem-solving.[1] There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition.[2]
DNP 801 Topic 4 Discussion Question 2
Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.[3] Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students.
Metacognition is classified into three components:[12]
- Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors.
- Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.
- Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor.
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature.
Metacognition includes at least three different types of metacognitive awareness when considering metacognitive knowledge:[13]
- Declarative knowledge: refers to knowledge about oneself as a learner and about what factors can influence one’s performance.[2] Declarative knowledge can also be referred to as “world knowledge”.[14]
- Procedural knowledge: refers to knowledge about doing things. This type of knowledge is displayed as heuristics and strategies.[2] A high degree of procedural knowledge can allow individuals to perform tasks more automatically. This is achieved through a large variety of strategies that can be accessed more efficiently.[15]
- Conditional knowledge: refers to knowing when and why to use declarative and procedural knowledge.[16] It allows students to allocate their resources when using strategies. This in turn allows the strategies to become more effective.[17]
Similar to metacognitive knowledge, metacognitive regulation or “regulation of cognition” contains three skills that are essential.[2][18]
- Planning: refers to the appropriate selection of strategies and the correct allocation of resources that affect task performance.
- Monitoring: refers to one’s awareness of comprehension and task performance
- Evaluating: refers to appraising the final product of a task and the efficiency at which the task was performed. This can include re-evaluating strategies that were used.
Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of distracting stimuli – both internal and external – and sustain effort over time also involves metacognitive or executive functions. The theory that metacognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers.
Students who underwent metacognitive training including pretesting, self evaluation, and creating study plans performed better on exams.[19] They are self-regulated learners who utilize the “right tool for the job” and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change “tools” or strategies to ensure goal attainment. Swanson (1990) found that metacognitive knowledge can compensate for IQ and lack of prior knowledge when comparing fifth and sixth grade students’ problem solving. Students with a high-metacognition were reported to have used fewer strategies, but solved problems more effectively than low-metacognition students, regardless of IQ or prior knowledge.[20] In one study examining students who send text messages during college lectures, it was suggested that students with higher metacognitive abilities were less likely than other students to have their learning affected by using a mobile phone in class.