The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
Abstract
A s KRATHWOHL (THIS ISSUE) STATES, the reA vised Taxonomy contains four general knowledge categories: Factual, Conceptual, Procedural, and Metacognitive. While the first three categories were included in the original Taxonomy, the Metacognitive Knowledge category was added. The purpose of this article is to discuss the Metacognitive Knowledge category and its implications for learning, teaching, and assessing in the classroom.
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Such strategies encourage students to reflect on their affective states, how well they are learning, and how new knowledge fits into existing knowledge, increasing self-awareness, expertise, and the ability to transfer knowledge to new situations and problems.
“Such strategies encourage students to reflect on their affective states, how well they are learning, and how new knowledge fits into existing knowledge, increasing self-awareness, expertise, and the ability to transfer knowledge to new situations and problems (Clark, 2006;Pintrich, 2002).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Pintrich, 2002
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Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 1× · see citing works
“Having said this, it is not our expectation that teachers would teach for metacognitive knowledge in separate courses or separate units, although this can certainly be done (see Hofer et al., 1998; Pintrich et al., 1987).”
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How can primary school students learn self-regulated learning strategies most effectively?
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.02.003 · Cited by 903 · see citing works
Achieving Rigor in Qualitative Analysis: The Role of Active Categorization in Theory Building
Grodal, S., Anteby, M., & Holm, A. L. (2021) · Academy of Management Review · doi:10.5465/amr.2018.0482 · Cited by 646 · see citing works
Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup>
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019) · Applied Developmental Science · doi:10.1080/10888691.2017.1398649 · Cited by 328 · see citing works
“Such strategies encourage students to reflect on their affective states, how well they are learning, and how new knowledge fits into existing knowledge, increasing self-awareness, expertise, and the ability to transfer knowledge to new situations and problems (Clark, 2006; Pintrich, 2002).”
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Cho, Y. H., & Cho, K. (2011) · Instructional Science · doi:10.1007/s11251-010-9146-1 · Cited by 294 · see citing works
Chiu, T. K. F. (2024) · Educational technology research and development · doi:10.1007/s11423-024-10366-w · Cited by 235 · see citing works
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Fifth graders metacognitive knowledge: general or domain-specific?
Neuenhaus, N., Artelt, C., Lingel, K., & Schneider, W. (2011) · European Journal of Psychology of Education · doi:10.1007/s10212-010-0040-7 · Cited by 85 · see citing works
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“Simply put, metacognition is “thinking about thinking,” and it can be critical to the process of learning (3).”
BackgroundInnovations With Schema Theory: Modern Implications For Learning, Memory, And Academic Achievement
-, R. M. (2024) · International Journal For Multidisciplinary Research · doi:10.36948/ijfmr.2024.v06i01.13785 · Cited by 19 · see citing works
Knight, J. K., Weaver, D. C., Peffer, M. E., & Hazlett, Z. S. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-12-0341 · Cited by 18 · see citing works
Tutoring for success: empowering graduate nurses after failure on the NCLEX-RN
Lutter, S. L., Thompson, C. W., & Condon, M. C. (2017) · Journal of Nursing Education · doi:10.3928/01484834-20171120-11 · Cited by 9 · see citing works
- Authors
- Pintrich, P. R.
- Corresponding author
- Pintrich, Paul R.
- Venue
- Theory Into Practice
- Publisher
- Informa UK Limited
- Published
- 2002-11-01
- Volume
- 41
- Issue
- 4
- Pages
- 219-225
- ISSN
- 0040-5841 (ISSN-L)
- 1543-0421
- OpenAlex
- W2148117181
- Cited by
- 1,508
- References
- 1
- Citations by year
- 2026: 102 · 2025: 97 · 2024: 112 · 2023: 80 · 2022: 102 · 2021: 95 · 2020: 120 · 2019: 79 · 2018: 107 · 2017: 97 · 2016: 82 · 2015: 75 · 2014: 64 · 2013: 60 · 2012: 46
- FWCI
- 36.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Theory Into Practice (publishedVersion)
- Topics
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- metacognitive knowledge, Bloom's revised taxonomy, metacognition, learning, teaching, assessment, classroom teaching
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