Cognitive and

Metacognitive Factors
In Learning
 Hello
!
I am Michelle T. Grenien
Bachelor of Technical Vocational Teacher Education - HVAC
You can find me at mgrenien9@gmail.com

0950-533-4374

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 OBJECTIVES:
- Recognize cognitive and
metacognitive as factors of
learning
- Understand the cognitive
processes of experts and
expert systems
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 OBJECTIVES:
- Appreciate the role of prior
knowledge in learning and
learning as conceptual
change

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 COGNITION

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 COGNITION
- Referring to the mental
processes involved in gaining
knowledge and comprehension

- Processes include thinking,

knowing, remembering, judging
and problem-solving
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 COGNITION

Cognition is not merely a process,

but a “mental” process. In what is
perhaps the most influential
definition (Neisser, 1967)

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 METACOGNITION

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 METACOGNITION
- Comes from the root word
“meta” means beyond
- Refers to a higher order
thinking which involves active
control over a cognitive process
engaged in learning
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 METACOGNITION

“Awareness and management of

one’s own thought”
- (Kuhn & Dean,
2004)

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The Cognitive
Processes of Experts
and Expert Systems
 ◇ Special Knowledge

“
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 ◇ According to Andrade and May (2004)

Special knowledge focused

“
on what experts know more
about certain topic than the
other people.

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 ◇Domain Specificity

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 ◇ According to Andrade and May (2004)

Domain Specificity is
the experts ability to

“ extend and advance

their thinking.

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 Experts knowledge is organized in
different way because of the following
reasons:

1. They are capable of

“
interpreting interrelationship
between apparently different
parts of knowledge.

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 2. Differences in encoding
ability allow them to

“
structure their knowledge
and arrive at an appropriate
representation of problem
faster than novices.

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 3.Solve problems more rapidly
than novices.

4. Use various solutions

strategies, chunking styles or

“ verbal protocols.

5. Have more procedural

knowledge for problems in their
own specific domains.
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 The Role of Prior
Knowledge in Learning
.

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 1. Prior knowledge
affects how the
learners perceives
new information.

2. Affects how a
student organizes new
information.
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 3. Affects how easily
students make
connections for new
information.

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 How to use knowledge in
instruction?

Know what prior knowledge students

bring to the learning setting
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 Use prior knowledge deliberately
in the presentation of new
information.
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 Get the students monitor their
own prior experiences and
consciously use them in learning
new information.
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 Learning as
Conceptual
Change

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 According to Piaget

The students’ knowledge changing

process is identified by
assimilations and accommodations
and incorporates with equilibrium
to foster conceptual change.
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 Assimilation is the recognition
process of fitting an event into an
existing conception.

Accommodation, on the other hand,

enables new conception to replace
the previous conception by changing
fundamental belief about how the
world works.
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 According to Chi and Roscoe ,
conceptual change is the
process of repairing
misconceptions.
According to diSessa , conceptual
change is the reorganization of the
various kinds of knowledge into a
complication system in the learner’s
mind.
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 End of
Presentation
Thank You for
Your
Cooperation! 