Monthly Archives: August 2015

An Aristotelian conception of metacognition (part two)

John Draeger expands his Aristotelian conception of metacognition. He argues that “learning well is a holistic endeavor that requires cultivating various interlocking intellectual and emotional traits, such as curiosity, courage, and patience. Moreover, a holistic conception of metacognition suggests that learners must cultivate honest self-scrutiny and discerning vision alongside their efforts to improve self-monitoring and self-regulation.”

The relationship between goals, metacognition, and academic success

In this article Savia Countinho investigates the relationship between mastery goals, performance goals, metacognition (using the Metacognitive Awareness Inventory), and academic success.

Metacognitive Development in Professional Educators

Stewart, Cooper and Moulding investigate adult metacognition development, specifically comparing pre-service teachers and practicing teachers. They used the Metacognitive Awareness Inventory and found that metacognition improves significantly with age and with years of teaching experience, but not with gender or level of teaching (Pre-K though post-secondary ed levels).

Breaking the Content Mold: The Challenge of Shaping Student Metacognitive Development

Dr. Lauren Scharff shares a personal example to illustrate the challenges in shifting from a focus on content and content-related disciplinary skills to a focus on higher-level thinking and metacognitive skills. She concludes with some suggestions for those desiring to “break the content mold.”

An Aristotelian conception of metacognition (Part One)

In this post, John Draeger considers what Aristotle would say about metacognition and the pursuit of learning excellence. Aristotle would remind us, for example, that learning is a holistic endeavor that requires the cultivation of various intellectual and emotional habits.