The Analysis of The Concepts of Cognition and Metacognition In Terms of The Philosophy of Mind

Akpunar, Bürhan

doi:10.7827/turkishstudies.2241

Cited by 13 publications

(8 citation statements)

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“…Metacognition is considered to be an educable and developable ability, and it is thought to starts to develop at a young age, and continues to develop in parallel with the growth and development of the individual. The common view is that it is possible to use this ability, which consists of at younger age can be controlled and used in learning process at later age [3]. It is also stated that adults have more information about their cognition and they can describe this information better than children [32].…”

Section: Metacognitionmentioning

confidence: 99%

“…The main reason for this emphasis on metacognition is to ensure competences like "lifelong learning" and "self-learning", depending on gaining wide importance of cognitive psychology in education. The reason of the interest shown in metacognition is based on the assumption that this competence is essential in gaining these competencies [3].…”

Section: Introductionmentioning

confidence: 99%

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The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Bulut¹

2018

ujer

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The goal of this study is to specify the metacognitive awareness levels of the classroom and preschool teachers. Metacognitive awareness of teachers has been an important research subject in educational literature. However, current research on this topic is limited. Therefore, there is more need for this kind of research and this reality makes the current research more important. Data were collected using "Metacognitive Awareness Inventory (MAI)" which was developed by Schraw and Dennison [1] translated into Turkish by Akın, Arabacı & Cetin [2]. The participants were 396 teachers in the primary school and pre-schools of Diyarbakir in the 2018-2019 academic year. Data were analyzed in terms of branch, gender and seniority variables. In analysing data, t-test, one-way analysis of variance (ANOVA) and Scheffe tests were used. Results showed the levels of the classroom and preschool teachers' awareness was high. It was also found that the branch and gender variables were effective on teachers' metacognitive awareness levels, while the seniority variable was not. It is necessary to develop learning strategies to improve teachers' metacognitive awareness.

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Section: Metacognitionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Bulut¹

2018

ujer

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“…Task strategies Environmental structuring Help-seeking Self-observation Metacognitive Monitoring Self-recording Forethought Phase Self-reflection Phase Task analysis Self-Judgment Goal setting Self-evaluation Strategy planning Causal Attribution Self-Motivation Beliefs Self-reaction Self-efficacy Self-satisfaction/Affect Task Interest Adaptive/Defensive Figure 1 Cyclical Phases of Self-regulated Learning (Zimmerman & Campillo, 2003, p. 239) Knowledge of cognition and regulation of cognition are parts of learners' cognition. Thus, as metacognitive knowledge and regulation serve as aspects of learners' cognitive development, meta-cognition can be enhanced through instruction in learning which can have the aim of achieving independent learning and can be developed through teaching; as (Akpunar, 2011) asserts that the role of metacognition in the learning process is persistent in helping learners accomplishing individual tasks and understanding learning abilities and independent learning skills.…”

Section: Performance Phasementioning

confidence: 99%

Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat

Rogti¹

2020

AWEJ

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The processes of teaching and learning the English language have reached a globalized turn to the extent that educators and learners became highly exposed to teaching materials and classroom strategies to ensure long-life, independent, and self-guided learning. Ultimately, in a language class, learners may confront difficulty in understanding a literary text which can derive from the limited language proficiency, and presiding over lack of linguistic, cultural, and academic competence. In order to affirm this hypothesis and answer the question of the extent to which can self-directed learning be achieved and improved through metacognitive competence in performing a task in literature, this study aims at highlighting the effectiveness of incorporating certain innovative teaching activities and management practices, notably self-cognition and self-reflection on pursuing learners’ metacognition in understanding a literary text. By adopting a quasi-experimental methodological design, this study uses a participant observation with twenty- six subjects at Higher College of Teachers of Laghouat, they are assigned into two groups to measure their level of meta-cognitive competence and self-regulation, and prove their impact on achieving independent learning in studying a literary text. Results assured learners’ enthusiasm, high competence, and positive responses upon compiling metacognition and self-reflection which are not only learning strategies, but also learning paradigms for increasing learners’ self-directed learning and performance in class. Further studies may include engaging in improving independent learning and self-regulation of post-graduated learners through compensation and memory-related strategies.

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“…Particularly in studies focusing on self-regulatory activities, the utility of cognitive and metacognitive awareness strategies by individuals and the effects of these skills on students' direct learning activities have been examined frequently (McCann, & Garcia, 1999). However, metacognition, which is a term that does not have a meaning alone but can only makes sense within the context of cognition (Akpunar, 2011), is interpreted as the information one has about the cognitive processes s/he has and his/her control over these processes with the capacity of this information (Flavell, 1987). Metcalfe and Shimamura (1996) state that metacognition is also effective in controlling and regulating cognitive processes such as learning, problem solving, comprehension and reasoning.…”

Section: Introductionmentioning

confidence: 99%

“…Starting to be formed at early ages and considered to increase parallel with the individual's growth and development, metacognitive awareness is seen as a skill which can be controlled and arranged to be used in learning processes (Akpunar, 2011). Although the understanding of modern education mainly aims at educating individuals who are creative, critical and aware of their own learning, learning activities to develop these abilities are not included very often (Doğan, 2013).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties Of Turkish Version Of Metacognition Applied To Physical Activities Scale (mapas-tr): A Study On Early Adolescents

Kiremitci¹

2016

IOJES

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The aim of the present study was to evaluate the psychometric properties of the Turkish version of Metacognition Applied to Physical Activities Scale (Settani et al., 2012). The study sample consists of 145 (38.4%) female and 233 (61.6%) male students in their adolescence (aged 11-14). In order to explore the factor structure of the scale, the data set obtained was analyzed with Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Item analysis was carried out based on the 27% lower and upper group means difference for the criterion validity; and item-total correlation (rjx) and internal consistency coefficient (Cronbach's alpha) calculations were done within the scope of reliability analyses for the factors that were found to have good fit with the data in the factorial model. All the results concerning the psychometric properties of the measurement instrument reveal that Metacognition Applied to Physical Activities Scale is a valid and reliable measurement instrument that can be used on school age individuals within the Turkish speaking society

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The Analysis of The Concepts of Cognition and Metacognition In Terms of The Philosophy of Mind

Cited by 13 publications

References 0 publications

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat

Psychometric Properties Of Turkish Version Of Metacognition Applied To Physical Activities Scale (mapas-tr): A Study On Early Adolescents

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