A Study on the Metacognitive Awareness of Secondary School Students

Abstract

Metacognition means "thinking about one's own thinking". There are two aspects of metacognition:reflection-thinking about what we know and self-regulationmanaging how we go about learning. Taking together, these processes make up an important aspect of learning and development. Developing these metacognitive abilities is not simply about becoming reflective learners, but about acquiring specific learning strategies as well. Metacognitive beliefs, metacognitive awareness, metacognitive experiences, metacognitive knowledge, metacognitive skills, executive skills, higher-order skills, metacomponents, metamemory are some of the terms that we are often using in association with metacognition. Metacognitive awareness means being aware of how you think. Metacognition is the awareness of one's thinking and the strategies one is using. It enables students to be more mindful of what they are doing, and why, and of how the skills they are learning might be used differently in different situations. The investigators in this paper try to analyze the metacognitive awareness of secondary school students. The investigators use a standardized awareness inventory for checking the metacognitive awareness of secondary school students. The study tries to find out whether there exists any significant difference between the various sub samples Gender, Locality and Type of Management of school based on their metacognitive awareness. The investigators use appropriate statistical techniques for the data collection and analysis of the data.

Character-based 4C Learning Model to Improving Students' Metacognitive Abilities: A Develop Phase of Research & Development

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Ortaokul Öğrenci̇leri̇ni̇n Matemati̇k Odakli Akademi̇k Ri̇sk Alma Davranişlarini Etki̇leyen Faktörleri̇n Yapisal Eşi̇tli̇k Modellemesi̇yle İncelenmesi̇

“…Alanyazında ortaokul öğrencilerinin cinsiyetleri ile üstbilişsel farkındalık düzeyleri arasında istatistiksel olarak anlamlı farklılıklar olduğunu belirleyen çalışma sonuçları bulunmaktadır (Liliana & Lavinia, 2011;Oğuz & Kalender, 2018;Saha, 2007). Buna karşılık cinsiyetin üstbilişsel farkındalık düzeyi üzerinde anlamlı etkisinin olmadığını tespit eden çalışmalar da bulunmaktadır (Eke, 2019;Jaleel, 2016;Sevgi & Orman, 2020;Siswati & Corebima, 2017).…”

Intervening Role of Metacognition to Improve Task performance in Prospective Teachers: An Experimental Study

“…Metacognition enables ths students to mange their learning by utilizing metaconative strategies, which leads them to achieve good grades in their exams (Jaleel & Premachandran, 2016).…”