What is “metacognition”?
Metacognition is defined as knowledge about cognition or “knowing about knowing.” It is broadly defined as thinking that enables the understanding, analysis, and regulation of thought processes. Within the context of school, metacognition often takes the form of self-reflective papers and journal writing.
Metacognition has been in the vocabulary of psychologists and education scholars for decades and yet, there is much debate surrounding the term, for it is difficult to define precisely. While some educators refer to metacognitive activity as anything that involves reinforcement of learning (outlining of thoughts, peer review, discussion), others define it more strictly as in-depth self-reflective activity concerning learning strategies and habits, memory, and comprehension.
1. Metamemory: learners’ knowledge of their own memory
2. Metacomprehension: learners’ knowledge of their own comprehension (and lack of it)
3. Self-regulation: learners’ ability to self-habituate and monitor their own learning process
Here at Knewton, we love geeking out over ed tech – the people, the technology, and its potential to change the world. As part of our participation in the community, we’re putting together an “Ed Tech 101” glossary to explore the language itself – the buzzwords, the jargon, the neologisms, and everything in between. Have an ed tech word or phrase you’d like us to feature? Leave a comment!