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Promoting general metacognitive awareness

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Abstract

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.

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  1. Department of Educational Psychology, The University of Nebraska-Lincoln, 1313 Seaton Hall, Lincoln, Nebraska, 68588, U.S.A

    Gregory Schraw

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  1. Gregory Schraw
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Schraw, G. Promoting general metacognitive awareness. Instructional Science 26, 113–125 (1998). https://doi.org/10.1023/A:1003044231033

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