Metacognition

Metacognition or being aware of one’s own knowledge, way of thinking and learning can be a topic of interest to students and instructors alike. Learning about metacognition can enhance the learning process for students (O'Brien Moran & Soiferman, 2014) and aid in instruction for educators (Peirce, 2003). While focusing on success in learning can build self-esteem, foster a sense of achievement and be pleasing to one’s ego, looking at what one struggles with can be more difficult and challenging. Metacognitive practices and strategies vary amongst individuals, and ideas about how to increase a learner’s metacognitive function is a subject area that has been given some attention by professional educators, researchers and writers. When examining metacognition or awareness about one’s own learning process research indicates that increasing awareness of one’s failures and areas of weakness gives learners reason to monitor their own learning process (e.g. M & G, 2011). When students are able to monitor their learning they can develop cognizance of potential difficulties (Peirce, 2003). Developing awareness of difficulties in learning can potentially help learners to understand what they need to work on and explore strategies to build strength in weak areas.
O’Brien Moran and Soiferman (2014) indicate a common definition of metacognition is “thinking about thinking”. Greater student self-awareness while learning could lead to improved self-regulatory behaviour over attitudes, focussed attention and goal attainment (Peirce, 2003). Miller and Geraci (2011) describe two acpects of metacognation: 1. metacognitive monitoring, a students abillity to gauge the state of their cognitive activity. 2. metacognitive control, a students capacity to control their cognitive activity.
Teaching metacognitive practices to students is considered by some to be important. Research suggests that it is possible for low performing students to increase metacognitive