Metacognition

Metacognition

QUESTION

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?

Metacognition is commonly understood as thinking about one’s thinking process. In addition to this, many scholars have explained the concept similarly (Chambres, 2002). For instance, Demetriou, A. a non-Piagetian theorist defines metacognition as the process of self-representation, self-regulation and self-monitoring which are referred to as integral elements of the brain.

Metacognitive knowledge has multiple benefits, which entail a heightened ability to understand oneself, other subjects such as one’s environment, and also significantly aids in the learning process (Perfect, 2002). An understanding of metacognition requires an individual to have content instruction on the skills and techniques necessary and explicit learning so as to fully benefit from this discipline of cognition (Hacker, 2009). This, in turn, equips the learner with study skills, ability to assess and monitor learning and heightened memory capabilities. Additionally, metacognition enables students determine their strengths and weaknesses in learning and in their interaction with the environment.

Learning and understanding metacognition at an advanced stage of learning is highly beneficial and offers learners both short term and long-term benefits. In particular, doctorate students benefit immensely as they have a wide scope of knowledge that they integrate with metacognition principles (Hartman, 2001). Moreover, the students are able to use varying concepts to analyze a single phenomenon, which in turn creates a better understanding of the subject matter. Furthermore, doctorate learners are enabled to monitor their memory, regulate their cognition, identify techniques that best work for them and employ the best technique for specific situations. Doctorate holders are more often than not mentors and also teach lower grades’ learners such as undergraduate students. Thus, their knowledge of metacognition not only enables them to self-regulate, but also guide their students how to apply metacognition principles to enhance their learning.

References

Chambres, P. (2002). Metacognition: Process, function and use. Boston: Kluwer Academic Publishers.

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Handbook of metacognition in education. New York: Routledge.

Hartman, H. J. (2001). Metacognition in learning and instruction: Theory, research and practice. Dordrecht [u.a.: Kluwer Acad. Publ.

Perfect, T. J. (2002). Applied metacognition. Cambridge [u.a.: Cambridge Univ. Press.

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