I describe two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they are related to domain-specific knowledge and cognitive abilities. I argue that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and acquisition of metacognitive awareness. These include promoting general awareness, improving self-knowledge and regulatory skills, and promoting learning environments that are conducive to the construction and use of metacognition.
CITATION STYLE
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1–2), 113–125. https://doi.org/10.1023/a:1003044231033
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