Metakognice – vymezení pojmu a jeho uchopení v kontextu výuky
| Title in English | Metacognition - Definition of the Concept and its Application in the Context of Teaching |
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| Authors | |
| Year of publication | 2014 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Web | http://pages.pedf.cuni.cz/pedagogika/?p=4047 |
| Field | Pedagogy and education |
| Keywords | metacognition; components; developmnet; evaluation; learning |
| Description | The aim of review study is to define the concept of metacongition and apply it in the context of teaching. The study is divided into two main parts. The first seeks to define the concept of metacognition, and presents its components and their categorisation. The second part define metacognition in relation to self-regulation and self-reflextion. The third part offers a characterisation of teaching that encourages metacognition, and describes the development and evaluation of metacognition in teaching.In addition to the encouragment of metacognitive processes the “new” (productive) culture of teaching and learning stresses the individualisation of learning processes or introduction of authentic teaching exercises demanding the transfer of what has been learnt to new contexts (the pupils actively “construct” their learning). Th e development of metacognition in teaching is therefore a way to pursue a higher goal as well – metacognition as support for the “new” (productive) culture of teaching and learning can contribute to raising the quality of teaching. Th |
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