Metacognition and Epistemic Cognition

2020 ◽  
Author(s):  
David Moshman
Keyword(s):  
Self Regulation ◽  
Monitoring And Evaluation ◽  
Point Of View ◽  
Metacognitive Skills ◽  
Epistemic Cognition ◽  
Construction Of Knowledge ◽  
Metacognitive Development ◽  
Theories Of Mind ◽  
Regulation Of Cognition ◽  
Cognition And Knowledge

Cognition refers to knowledge and associated inferential processes, ranging from elementary forms of perception to advanced forms of reasoning. Metacognition, a term used since the late 1970s, includes both knowledge of cognition and regulation of cognition. Knowledge of cognition includes both general knowledge of cognition and knowledge about one’s own cognition. Regulation of cognition includes planning, monitoring, and evaluation of one’s cognitive processes and products. Metacognition is crucial to and intertwined with many aspects of cognition even in the preschool years, when children are already developing theories of mind. Much of cognitive development is the development of metacognitive knowledge and self-regulation. Educational efforts abound to teach metacognitive skills, promote metacognitive development, and/or take student metacognition into account in designing instruction. Epistemic cognition is knowledge about the fundamental nature of knowledge, especially the justification and truth of beliefs. Research on epistemic development beyond childhood shows progress from objectivist to subjectivist to rationalist conceptions of knowledge. Objectivists appeal to foundational truths that can be observed, proved, or learned from the authorities. In cases of disagreement, someone must be wrong. Subjectivists recognize that knowledge is constructed, and conclude from this that truth is entirely relative to the constructor’s subjective point of view. “Truth” in any stronger sense is deemed a myth, because we all have our own equally valid perspectives. Rationalists acknowledge the subjective construction of knowledge and the perplexities of truth but maintain that some beliefs are better justified than others and that we can make progress in understanding. Research in child development shows that children proceed through a similar sequence in constructing intuitive theories of mind, suggesting that epistemic development may be a recursive process in which people reconstruct subjectivist and rationalist insights at multiple levels. Epistemic development is generally seen as the result of self-regulated processes of reflection and coordination. Research in educational psychology has highlighted individual differences in epistemic beliefs and has shown the value of active inquiry and peer argumentation in promoting epistemic progress within and across diverse fields of study.

scholarly journals EL PAPEL DEL ALUMNADO EN EL TRABAJO DE FIN DE GRADO: UNA VISIÓN DESDE LA PERSPECTIVA DE SOLUCIÓN DE PROBLEMAS

2016 ◽  
Vol 4 (1) ◽  
pp. 265
Author(s):  
María A. Inmaculada Calleja González
Keyword(s):  
Self Regulation ◽  
Point Of View ◽  
Problem Definition ◽  
Problem Representation ◽  
Metacognitive Skills ◽  
Personal Approach ◽  
The Impact ◽  
Ideal Method ◽  
The Ideal

Abstract.This paper presents a personal approach on how the supervision of a Degree Disseration could be carried out, focusing on the problem from the point of view of the student. The execution of the Degree Dissertation is a personal challenge that can be considered as a problem to be solved by the student and it can offer different solutions. The role of the professor of university as tutor, following the phases of the IDEAL method of Bransford and Barry Stein (1984): Identification of the problem, Definition and problem representation, Exploration of the different and possible strategies, Intervention based on a strategy, Achievements and assessment of the impact, can help students to develop metacognitive skills (thinking and personal motivations skills), strengthening planning, self-regulation, autonomy and self-efficiency in performing the Degree Dissertation.Key Words: Degree Dissertation, professor of university as tutor, student, problems solution, skills development.Resumen.Este trabajo presenta un planteamiento personal de cómo podría llevarse a cabo la tutela de un Trabajo de Fin de Grado (TFG) enfocando el problema desde el punto de vista del alumno. La realización del TFG es un reto personal que se puede plantear como un problema a resolver por el estudiante pudiendo derivar en soluciones diversas. El papel del tutor, siguiendo las fases del método IDEAL de Bransford y Barry Stein (1984): Identificación del problema, Definición y representación del problema, Exploración de diferentes y posibles estrategias, Actuación fundada en una estrategia, Logros y evaluación de efectos, puede ayudar al alumnado en el desarrollo de competencias metacognitivas, de pensamiento y de motivación, potenciando la planificación, la autorregulación, la autonomía y la autoeficacia en la realización del Trabajo Fin de Grado.Palabras Clave: TFG, tutor, alumno, solución de problemas, desarrollo de competencias.

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

Fostering self-regulated learners in a community of quality assessment practices

CADMO ◽  
2011 ◽  
pp. 7-20
Author(s):  
Hopfenbeck Therese Nerheim
Keyword(s):  
Quality Assessment ◽  
Learning Outcomes ◽  
Educational Research ◽  
Empirical Research ◽  
Self Regulation ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Developing Communities ◽  
Important Field

Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students' learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

Assessing Metacognitive Deficiencies and Effectively Instructing Metacognitive Skills

2017 ◽  
Vol 119 (13) ◽  
pp. 1-20
Author(s):  
Marcel V. J. Veenman
Keyword(s):  
Role Model ◽  
Strong Predictor ◽  
Monitoring And Evaluation ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Learning Behavior ◽  
Metacognitive Instruction ◽  
Conditional Knowledge ◽  
On Line ◽  
The Individual

Metacognitive skills refers to individual abilities for regulating and controlling learning behavior. Orientation, goal setting, planning, monitoring, and evaluation are manifestations of those skills. Given that metacognitive skills directly affect learning behavior, they are a strong predictor of learning performance. Students display a huge variation in metacognitive skillfulness, dependent on age and experience. In this article, metacognitive skills are considered to be an acquired program of self-instructions, that is, an orderly series of condition-action rules that contain conditional knowledge about when to apply which skill, and operational instructions for how to implement a particular skill. This notion has implications for effective metacognitive instruction in deficient students. Prior to instruction, on-line assessments of metacognitive skillfulness during actual task performance are indispensable for the identification of deficient students and for tailoring metacognitive instruction to the individual needs of students. Instruction should subsequently address what skill to perform when, why, and how (WWW&H), embedded within the context of a given task. Moreover, instruction should explicitly inform students about the benefits of applying metacognitive skills to make them exert the required effort. Finally, teachers may act as role model to students by including explicit metacognitive instruction in their lessons.

scholarly journals METACOGNITIVE SKILLS ANALYSIS OF STUDENTS IN INTEGRAL CALCULUS PROBLEM SOLVING

2021 ◽  
Vol 12 (2) ◽  
pp. 170
Author(s):  
Nurina Kurniasari Rahmawati ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
Isti Hidayah
Keyword(s):  
Problem Solving ◽  
Research Method ◽  
Sampling Technique ◽  
Monitoring And Evaluation ◽  
Observation Data ◽  
Metacognitive Skills ◽  
Integral Calculus ◽  
Evaluation Stage ◽  
Three Stages ◽  
Academic Year

This study aims to describe the profile of students' metacognitive skills in solving integral calculus problems seen from the aspects of planning, monitoring and evaluation metacognitive skills. The research method used is descriptive qualitative research methods. The subjects in this study were 3rd semester students who had taken courses or were taking calculus II courses for the 2020/2021 academic year which were carried out using purposive sampling technique. In this study, the instrument used was a test to measure the ability in solving integral calculus problems in the form of essay questions, unstructured interview guidelines, documentation and observation. Data were analyzed in three stages, namely reduction, presentation, and conclusion or verification. The results in this study were students with high problem solving abilities had met the indicators of metacognitive skills, namely the planning, monitoring and evaluation stages. Students with moderate problem-solving abilities have only reached indicators of metacognitive skills, namely the planning and monitoring stages, but have not reached the evaluation stage, while students with low problem-solving abilities have not measured metacognitive skills indicators both at the planning, monitoring and evaluation stages. So that students with high problem solving abilities are more likely to have good metacognitive skills, because students with high problem solving abilities are well organized from planning, monitoring to the evaluation stage.

scholarly journals DEVELOPING METACOGNITIVE SKILL INSTRUMENT ON FUNGUS CONCEPT

EDUSAINS ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 243-253
Author(s):  
Zulfiani Zulfiani ◽  
Yanti Herlanti ◽  
Eny S. Rosydatun ◽  
Silak Hasiani ◽  
Ghina Rohmatulloh ◽  
...  
Keyword(s):  
Process Analysis ◽  
Monitoring And Evaluation ◽  
Expert Judgment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Research ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Learning Success ◽  
Trial Test

PENGEMBANGAN INSTRUMEN KETERAMPILAN METAKOGNITIF PADA KONSEP JAMURAbstractMetacognition involves critical thinking skills, reflective of the cognitive processes of learners who simultaneously monitor their learning success. This research is aimed to develop metacognitive skill instrument on the mushroom concept of class X students of SMA Negeri in South Tangerang. Development research method / Formative Research from van den Akker (2006) with cycle/spiral process: analysis, design, evaluation and revision, systematic reflection and documentation. The metacognitive skills instrument consists of 12 questions, with the construction of 3 high order thinking skill, open-ended, cognitive thinking questions with 9 questions of metacognitive skills (planning, monitoring, and evaluation). Instruments validated through expert judgment and trial test were limited to 38 students and obtained Cronbach Alpha value of 0.832 (high criterion). The instrument was then revised and  re-tested on 96 learners and obtained by Alpha Cronbach 0.746 (high category). The results of this study acquired an alternative method of metacognitive skills measurement of learners are integrated into the biology of learning in the classroom.AbstrakMetakogisi melibatkan keterampilan berpikir kritis, reflektif terhadap proses kognitif peserta didik yang secara simultan memantau keberhasilan belajarnya. Penelitian ini bertujuan mengembangkan instrumen keterampilan metakognitif pada konsep Jamur peserta didik kelas X SMA Negeri di Tangerang Selatan. Metode penelitian pengembangann atau development research dari van den Akker (2006) dengan proses siklus/spiral: analisis, desain, evaluasi dan revisi, refleki sistematik dan dokumentasi. Instrumen keterampilan metakognitif berjumlah 12 pertanyaan, dengan konstruksi  3 pertanyaan kognitif berpikir tingkat tinggi, open ended disertai 9 pertanyaan keterampilan metakognitif (perencanaan, monitoring, dan evaluasi). Instrumen divalidasi melalui expert judgment dan uji coba terbatas pada 38 peserta didik dan diperoleh nilai reliabilitas Alpha Cronbach 0.832 (kategori tinggi). Instrumen kemudian direvisi dan diuji coba kembali  pada 96 peserta didik dan  diperoleh nilai Alpha Cronbach 0.746 (kategori tinggi). Hasil penelitian ini diperoleh alternatif metode pengukuran keterampilan metakognitif peserta didik yang terintegrasi dalam pembelajaran biologi di kelas. 

scholarly journals Models of Metacognition

2019 ◽  
Vol 7 (2) ◽  
pp. 1-4
Author(s):  
C Thenmozhi
Keyword(s):  
Active Role ◽  
Adaptive Behaviour ◽  
Metacognitive Skills ◽  
Social And Emotional ◽  
Domain Specific ◽  
Versus Domain ◽  
Emotional Aspects ◽  
Regulation Of Cognition ◽  
Knowledge Memory ◽  
And Control

Thinking is a common process. Cognitive ability includes knowledge, memory and metacognition.  Knowledge requires memory. These two are inextricably linked. Parents and teachers need to encourage children to take an active role in their learning and show them how to use what they know to the best advantage. Cognition is primarily a mental process. A successful theory of cognition would answer both the epistemological and biological questions. The purpose is to put forward a theory of cognition, that should provide an epistemological insight into the phenomenon of cognition. The concept of metacognition involves knowledge and control of self and control of the process. A metacognitive process consists of planning, strategies, knowledge, monitoring, evaluating and terminating. The Automation of Cognitive and Metacognitive Processes, Social and Emotional aspects of Metacognition, Domain General Versus domain specific Metacognitive Skills. Mata cognition, Intelligence and adaptive behaviour, Ann Brown distinguished between knowledge about cognition and regulation of cognition, Private Speech and Development of Metacognition is the models of metacognition.

The Perception of Budget Managers on The Budget Absorption Variable in New State Universities

2021 ◽  
Vol 1 (3) ◽  
pp. 402-410
Author(s):  
Akhmad Syari’udin ◽  
Sutoyo Sutoyo ◽  
Retno Yulianti
Keyword(s):  
Organizational Commitment ◽  
Financial Management ◽  
Secondary Data ◽  
Monitoring And Evaluation ◽  
Point Of View ◽  
State Universities ◽  
Primary Data ◽  
State University ◽  
Qualitative Descriptive ◽  
Work Units

Budget and budget absorption are very important in the sustainability of a budgeting system at state universities. Budget absorption is used as an indicator of performance measurement in a university. The opinion of budget managers is an important factor in efforts to optimize the budget. Therefore, research on the perception of budget managers on the determinants of budget acceptance in state university is very important, especially for new state universities (Perguruan Tinggi Negeri Baru/PTNB), including University of Pembangunan Nasional "Veteran" Yogyakarta (UPNVYK). The purpose of this study is to analyze the variables that affect budget absorption at UPNVYK. The variables are budgeting plan, budgeting management, human resource, procurement of goods dan services (Pengadaan Barang dan Jasa, PBJ), bureaucratic environment, monitoring and evaluation systems, and organizational commitment. This research is expected to formulate recommendations about budget policymaking and its implementation in UPNVYK management in particular and new state universities in general. It is hoped the research will become one of the policy making materials for UPNVYK management on budget implementation from the perception aspect and point of view of managers of the procurement of goods/services.The population of this research is financial management employees in all work units at UPNVYK which consists of 15 work units. The sample of the population is people who have certain positions related to the budget and management of the procurement of goods/services. The method in this study is a qualitative descriptive method. This research data is primary data and secondary data. Secondary data comes from work units and rector regulations at UPNVYK. Primary data using a closed or open questionnaire on the perception of financial management employees at UPNVYK. The result of this research is that the most important issue of budget absorption at UPNVYK is the existence of organizational commitment and commitment from all employees in each unit on various issues related to budget absorption at University of Pembangunan Nasional “Veteran” Yogyakarta.

School Educational Standards and Metadisciplinarity: Plans, Realities and Risks of Innovation

2017 ◽  
Vol 5 (6) ◽  
pp. 25-33
Author(s):  
И. Синельников ◽  
I. Sinel'nikov
Keyword(s):  
Communication Skills ◽  
Cognitive Skills ◽  
Self Regulation ◽  
School Education ◽  
Point Of View ◽  
Educational Standards ◽  
Actual Problem ◽  
Russian School

The article is devoted to the actual problem of updating of Russian school education — the issue of the formation of universal cognitive skills, communication skills and self-regulation. The process of introducing innovation is analyzed from the point of view of the current world trends in the development of education, from the perspective of the evolution of the approaches presented in the Russian school educational standards of 2004 and 2009-2012, in the context of emerging problems and potential threats — risks.

Metacognition

2008 ◽  
Vol 13 (4) ◽  
pp. 277-287 ◽  
Author(s):  
Anastasia Efklides
Keyword(s):  
Multilevel Model ◽  
Self Regulation ◽  
The Self ◽  
Theoretical Integration ◽  
Conscious Process ◽  
Regulation Of Cognition ◽  
Behavior Based

Research in the field of metacognition, a multifaceted phenomenon, is in the main fragmented without much theoretical integration of the findings related to its various facets. Moreover, metacognition is usually conceived of as an individual and conscious process that serves the regulation of cognition. However, there is growing evidence that metacognition also functions at a nonconscious level, is involved in the co-regulation of cognition in collaborative settings, and interacts with affect in the self-regulation of behavior. Based on these considerations, a multifaceted and multilevel model of metacognition is proposed that broadens Nelson and Naren’s conceptualization of metacognition. The implications for theory and measurement of metacognition as well as for interventions involving metacognition are explored.

Sign in / Sign up

Export Citation Format

Share Document