Misconceptions Surrounding Metacognition

Which of the following best describes metacognition?

• The individual's knowledge of a situation.

•  The individual's awareness of their level of knowledge.

• The individual's ability to comprehend a text.

•  The individual's ability to solve mathematical problems

Answer explanation

Metacognition is a higher-order thinking skill that allows students to become more aware and in control of their own learning. Metacognitive learners are not only able to learn new information, but they are also able to think about how they are learning and how they can improve their learning.

Metacognition is strictly ‘thinking about thinking’.

• TRUE

• FALSE

Answer explanation

Although metacognition does involve thinking about one’s thinking, it is more complex than that. A large part of metacognition is actively monitoring one’s own learning and making changes to one’s own learning behaviours and strategies based on this monitoring.

Any strategy used while performing a cognitive task is metacognitive.

• TRUE

• FALSE

Answer explanation

This is not always the case. For example, using phonics rules to decode an unknown word when reading is a cognitive strategy. Flavell (1981) identified a useful distinction between the two: strategies used to make cognitive progress are ‘cognitive strategies’; strategies used to monitor cognitive progress are ‘metacognitive strategies’.

Metacognition is applicable to learners of different age groups.

• TRUE

• FALSE

Answer explanation

Some researchers (e.g. Veenman and Spaans 2005) believe that metacognitive skills do not emerge until a child is 8 to 10 years old. However, Whitebread and Pino Pasternak (2010) document a number of studies which indicate evidence of young children’s metacognitive abilities. Findings include children as young as 18 months demonstrating error-correction strategies, 5-year-old children showing an awareness of forgetting, and 3 to 5-year-olds exhibiting a wide range of verbal and non-verbal indicators of metacognitive processes in nursery and reception classrooms. These studies demonstrate that although young children may not be able to describe the metacognitive processes they are exhibiting, it does not mean that these processes are not occurring.

A teacher plays no role in their learners’ metacognitive practice.

• TRUE

• FALSE

Answer explanation

Although a metacognitive approach typically focuses on allowing the learner to take control of their own learning, the teacher is still required to help in the development of their metacognitive skills. For example, the teacher needs to set clear learning objectives, demonstrate and monitor metacognitive strategies, and prompt and encourage their learners.