Cited by 303Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesScience Education and Pedagogy

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From the general to the situated: three decades of metacognition

Georghiades, Petros·2004·International Journal of Science Education

DOI 10.1080/0950069032000119401

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Abstract

This paper discusses the notion of metacognition, which is usually defined as ‘cognitions about cognitions’, or ‘thinking about one's own thinking’. In so doing, it reviews the literature on metacognition over the past three decades, listing different definitions of the term and identifying diverse origins of processes metacognitive. Aspects of the nature of metacognition are discussed, highlighting some of its important yet problematic dimensions, and the potentially positive impact metacognition can have on the learning process is addressed. The paper also relates metacognition to the broader area of general thinking skills and discusses the appropriateness of practising metacognition with primary school children. The paper concludes with a synopsis of research in the outcomes of metacognition, in general, and in science education, in particular, highlighting recent interest in blending metacognitive thinking with science subject matter. Directions for research in science education with an interest in metacognition are also proposed.

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“This definition is also found in research work done by Flavell (1979), Wellman (1985), Brown (1987), Jacobs and Paris (1987), Schraw (1994), Livingston (1997), Dunlosky and Hertzog (2000), Georghiades (2004).”
Result
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“Georghiades (2004) claims that if students’ thinking and learning processes are brought to a conscious level, they can gain mastery in their own learning.”
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Background
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“…of the changes in their understandings that result from instruction (Mason & Boscolo, 2000; Yuruk, 2007), and it promotes construction of conceptual understandings that are coherent and durable (Georghiades, 2000, 2004a, 2004b; Saçkes & Trundle, 2010; Trundle, Atwood, & Christopher, 2007).”
Background
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“Metacognitive ability has been defined as the difference between confidence rating and cognitive performance (Nelson and Narens, 1990; Koriat and Goldsmith, 1996; Georghiades, 2004; Akturk and Sahin, 2011; Maniscalco and Lau, 2012; Yeung and Summerfield, 2012; Fleming and Lau, 2014).”
BackgroundResult
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Authors: Georghiades, P.
Affiliations: Ministry of Education and Culture (CY)
Corresponding author: Georghiades, Petros
Venue: International Journal of Science Education
Publisher: Informa UK Limited
Published: 2004-02-27
Volume: 26
Issue: 3
Pages: 365-383
ISSN: 0950-0693 (ISSN-L)
1464-5289
DOI: 10.1080/0950069032000119401
OpenAlex: W2090912502
Cited by: 303
References: 60
Citations by year: 2026: 10 · 2025: 21 · 2024: 20 · 2023: 18 · 2022: 15 · 2021: 17 · 2020: 8 · 2019: 19 · 2018: 14 · 2017: 12 · 2016: 16 · 2015: 15 · 2014: 13 · 2013: 11 · 2012: 12
FWCI: 15.52
Type: journal article
Language: en
Open access: closed
Locations: International Journal of Science Education (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Education › Science Education and Pedagogy
Keywords: metacognition, metacognitive processes, metacognitive thinking, science education, elementary school students, thinking skills

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From the general to the situated: three decades of metacognition

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