Part 1: Provide and explain the theory/ theorist to the field of education Metacognition is one’s awareness and understanding of one’s thought process. Metacognition is a popular word within the studies of educational philosophy. Ann Brown began researching metacognition as part of her studies on early developmental psychology. Although Brown was one of the original psychologist to introduce metacognition, studies and research on this theory have skyrocketed since it’s introduction. According to How People Learn, “A ‘metacognitive’ approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them” (How People Learn 30). People engage themselves in
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Many people fully support metacognition in schools as they see it produces essential skills. For instance, “there is evidence of metacognition correlating positively with mathematical achievement, including problem solving, and of children with difficulties in mathematics having more negative beliefs and weaker monitoring abilities” (Cornoldi, Carretti, Drusi, Tencati, 2016, page 426). The authors of this article believe in the studies showing the relevance of metacognition when problem solving. With many supportive studies, similar to this one, it is hard to critique such a theory. However, some people fear that metacognition may cause people to overthink their problem solving processes and cause themselves difficulty. Some people may become so stressed out when thinking about thinking that it hurts their …show more content…
Planning, or the Forethought Phase, involves self motivation beliefs including self-efficacy, task value, and goal orientation. Monitoring, or the Performance Phase, involves self control including effort regulation and control of learning beliefs. Evaluating, or the Self-Reflection Phase, involves self judgment including theories of intelligence (Zepeda, Richey, Ronevich, Nokes- Malach, 2015). All of these phases and skills are daily processes we go through. Everyday we go through different mental processes when thinking things out or problem solving. Having the students learn about metacognition, they can eventually put those skills to to use with the proper
Many people fully support metacognition in schools as they see it produces essential skills. For instance, “there is evidence of metacognition correlating positively with mathematical achievement, including problem solving, and of children with difficulties in mathematics having more negative beliefs and weaker monitoring abilities” (Cornoldi, Carretti, Drusi, Tencati, 2016, page 426). The authors of this article believe in the studies showing the relevance of metacognition when problem solving. With many supportive studies, similar to this one, it is hard to critique such a theory. However, some people fear that metacognition may cause people to overthink their problem solving processes and cause themselves difficulty. Some people may become so stressed out when thinking about thinking that it hurts their …show more content…
Planning, or the Forethought Phase, involves self motivation beliefs including self-efficacy, task value, and goal orientation. Monitoring, or the Performance Phase, involves self control including effort regulation and control of learning beliefs. Evaluating, or the Self-Reflection Phase, involves self judgment including theories of intelligence (Zepeda, Richey, Ronevich, Nokes- Malach, 2015). All of these phases and skills are daily processes we go through. Everyday we go through different mental processes when thinking things out or problem solving. Having the students learn about metacognition, they can eventually put those skills to to use with the proper