What is metacognition in the workplace

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Today's faculty are charged with equipping their students with the knowledge to survive and thrive in a global knowledge-based economy. Their task is to provide learners with the necessary knowledge, which enables them to apply their skills and competencies effectively and creatively to ever new situations in a constantly changing and complex world.

Pedagogical, even andragogical (see https://de.wikipedia.org/wiki/Andragogik) and educational methods are no longer sufficient to help them prepare for their future job. What is needed, however, is a new, self-determined approach in which the learner thinks for himself about what needs to be learned. And how he can apply this acquired knowledge later. Many educators are currently of the opinion that the learner has to teach this himself. New technologies have also created the need to consider new pedagogical approaches, although andragogy has recently fallen out of favor with some educators.

Teaching Practices in a Current Field of Education

Recent developments in education require better pedagogical approaches and teaching practices. In recent years, the concept of metacognition has become an important research focus in cognitive psychology. There is currently a growing recognition that metacognition, or self-awareness, including self-awareness, helps learner learn more effectively. Metacognition refers to higher order thinking, which involves active control over the cognitive processes involved in learning itself. Activities such as planning and approaching a particular learning task, including monitoring the processes, are part of understanding and evaluating and progressing towards the completion of the task, which are metacognitive in nature.

Since metacognition plays a crucial role in successful learning, it is important to examine metacognitive activities and their developments in more detail. To determine how these students can be taught to better use their cognitive resources through metacognitive controls. This article highlights some of the most important metacognitive strategies.

What is metacognition?

The term metacognition was first associated with the scientist John Flavell in 1979. In his opinion, metacognition consists of both metacognitive knowledge and metacognitive experiences or their regulation. In his opinion, metacognitive knowledge refers to acquired knowledge about cognitive processes and the knowledge that is used to control cognitive processes themselves. Flavell further divides metacognitive knowledge into three categories: knowledge of "person variables", "task variables" and "strategy variables".

The metacognitive knowledge of person variables

This relates to the general knowledge of how people learn and process information, as well as to the individual knowledge of their own learning processes. They may be aware that working in a quiet library rather than at home, where there are fewer distractions, will make them more productive.

Metacognitive regulation

Metacognitive experiences involve the use of metacognitive strategies or metacognitive regulations. Metacognitive strategies consist of sequential processes with which cognitive activities are controlled. And this ensures that a cognitive goal, such as understanding the content of a text, is achieved. This process helps learners to self-regulate and monitor their learning. It consists of planning and monitoring cognitive activities, as well as checking the results of these activities. For example, after reading a paragraph of a text, a learner may ask himself or herself about the concepts discussed in that paragraph whether it all makes sense. The cognitive goal is to understand the content of this text. Self-interviewing is a common strategy for monitoring metacognitive understanding.

Metacognitive skills

These four metacognitive skills consist of predicting, planning, monitoring and evaluating a task. These metacognitive controls and regulations are seen as the ability to directly apply knowledge to regulate and control cognitive processes.

Metacognitive control therefore refers to metacognitive activities that help the learner to learn and thus control their own thinking. Predictive students think about their learning goals and use them to solve a problem in the time available.