Papaleontiou-Louca, (2003) The Concept and Instruction of Metacognition

Another interesting, but slightly mystifying, paper has come my way, on which I would appreciate hearing a range of thoughts, this time on metacognition.

I didn’t realise that metacognition had been drawn so broadly. Anything which is not immediate perception/thinking itself.

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Does this even include executive functioning within working memory? It looks like it.

Is metacognition domain-specific?  I’d expect yes (e.g. problem-solving strategies in history may look analogous to those in maths, but they won’t actually transfer).  One quotation from the paper suggest it is domain-specific:

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but another seems to suggest it is not:

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Can we teach metacognition?

Initially, the paper suggests that we can’t:

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But many of the techniques it advocates imply that students are being taught metacognitive strategies explicitly.

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Finally, throughout the paper, the behaviour of experts is taken as a template for the learning of novices. But you don’t become Lewis Hamilton by imitating how he drives now…

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Papaleontiou-Louca, E. (2003). The Concept and Instruction of Metacognition. Teacher Development 7(1), pp. 9-30.

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