Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

SAMAR COLLEGES, INC.
Catbalogan City
Tel. Nos. (055) 251-3021, 543-881, Fax (055) 251-3021

Date: SEPTEMBER 3, 2022

REPORTER Name: SHIELA MARIE L. MACABENTA

Course and Year: BSED 3 SOC.STUD
Subject: PROF.ED 203
Descriptive Title: FACILITATING LEARNER-CENTERED TEACHING

Chapter 2- Metacognition: thinking about thinking

Lesson 1: Metacognition and Metacognitive knowledge

• Components of Metacognition
•
➢ The elements of metacognition are metacognitive knowledge and metacognitive regulation
(Flavell, 2004). These two elements are interrelated; the presence of the first one enhances the
second element.

➢ Metacognitive knowledge (also called knowledge of cognition) refers to "what individuals know
about their cognition or cognition in general" (Schraw, 2002). It involves three kinds of
metacognitive awareness, namely: declarative knowledge, procedural knowledge, and conditional
knowledge.

• Definition of Metacognition
•
➢ The term metacognition is attributed to Flavell. He described it as "knowledge concerning one's
cognitive processes and products or anything related to them, e.g., the learning-relevant properties
of information and data. Furthermore, he referred to it as "the active monitoring and consequent
regulation and orchestration of these processes concerning the cognitive objects or data on which
they bear, usually in the service of some concrete goal or objective" (Flavell, 1976). Simply
stated, metacognition is "knowledge and cognition about cognitive phenomena" (Flavell, 1979).
The meaning metamorphosed into "thinking about thinking," "knowing about knowing," and
"cognition about cognition."

❖ Components of metacognitive
knowledge
Declarative Knowledge Procedural Knowledge Conditional Knowledge

-Knowledge about things -Knowledge on how to do -Knowledge on when and

things why to apply cognitive acts
-Knowledge about one's
-Knowledge on how to
own abilities -Knowledge on when a
execute skills
-Knowledge about factors strategy is appropriate
affecting one's own
performance
Declarative knowledge or Personal knowledge

➢ is the learner's knowledge about things. It also refers to the learner's understanding of own
abilities, and the knowledge about oneself as a learner and of the factors that moderate one's
performance. This type of knowledge is not always accurate as the learner's evaluation of his or
her capabilities may be unreliable.

Procedural knowledge or Task knowledge

➢ involves the knowledge of how to do things and how skills or competencies are executed. The
assessment on the learner's task knowledge includes what knowledge is needed (content) and the
space available to communicate what is known (length). A learn or given a problem-solving task,
for instance, knows that prerequisite information and prior skills are necessary to be recalled and
readily executed at the given time to solve the problem. Such knowledge gives confidence in
working with the problem.

Conditional knowledge or Strategy

knowledge
➢ refers to the ability to know when and why various cognitive acts should be applied. It involves
using strategies to learn information (knowing how to know) as well as adapting them to novel
contexts (knowing when a strategy is appropriate). This knowledge is evident in a learner who
seeks the help of a school nurse to make a report on the communicable diseases prevalent in the
community as well as this learner's knowledge that the best way to gather the information is to
interview a nurse and to go over the health records of the Municipal Health Office of the town

• Metacognitive knowledge

➢ is the result of an individual's metacognitive experiences. Flavell (1979) explained them as

experiences that "an individual has through which knowledge is attained, or through regulation
occurs." A learner who obtained low scores in knowledge and skills test becomes aware that he or
she has low declarative and procedural knowledge.

Similarly, metacognitive knowledge depends so much on the learner's metamemory, the knowledge
of what memory is, how it works, and how to remember things. Through instruction and individual
effort, metamemory develops over time. For instance. learners who have been taught how to organize
information and use rehearsal strategies have richer metamemory. They can retrieve declarative,
procedural, and conditional knowledge when required by the task.