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Metacognition and Metacognitive Learning

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Developing Metacognitive Teaching Strategies Through Lesson Study

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Abstract

This chapter critically reviews the literature of metacognition and metacognitive teaching to shed light on the need for the effective implementation of a competency-based curriculum. Studies conducted on memory, problem solving, reading and comprehension, and the findings on the developing metacognitive ability will be critically discussed. The effects of metacognitive teaching on improving students’ academic achievements, enhancing their abilities in problem solving and mathematical skills, fostering reading and comprehension skills, advancing critical thinking skills, self-regulated learning, independent learning, and promoting self-management communication and collaboration skills will be articulated. An empirical model for analysing the effects of student metacognition on their academic learning outcomes is discussed.

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Authors and Affiliations

  1. Education University of Hong Kong, Hong Kong, China

    Eric C. K. Cheng

  2. ELCHK Lutheran Secondary School, Hong Kong, China

    Joanna K. M. Chan

Authors
  1. Eric C. K. Cheng
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  2. Joanna K. M. Chan
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Correspondence to Eric C. K. Cheng .

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Cheng, E.C.K., Chan, J.K.M. (2021). Metacognition and Metacognitive Learning. In: Developing Metacognitive Teaching Strategies Through Lesson Study. Springer, Singapore. https://doi.org/10.1007/978-981-16-5569-2_2

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