Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Michael detected his own misdrawing of the number five and stated awareness of both the error and the correct form, exemplifying knowledge of self. → Ebru Aydın 2022 q2 i? Michael articulated forgetting to paste puzzle pieces after a peer's warning, showing children can verbalize weaknesses in learning processes despite memory deficits. → Ebru Aydın 2022 (2)

Evidence¶

Ebru Aydın 2022¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Episode from the “Measuring Rods” length activity (Table 3): a peer pointed out the inverted five, and Michael replied he knew the correct form. The article states "Being aware of one’s own inadequacy is important metacognitive knowledge."

"While creating his measuring rod, Michael symmetrically inverted the “5” symbol, and upon his friend’s notice, he stated that he was aware of both the misdrawing and the correct form."

Ebru Aydın 2022 (2)¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Episode from the “Making a puzzle” area activity (Table 4): with no instruction on assembling pieces, Michael said he forgot to paste them after a friend's warning. The authors interpret this as articulating weaknesses despite preschool memory limitations.

"Although children have moderately deficient skills in memory processes such as recalling, they can articulate their weaknesses in learning processes, which is considered metacognitive knowledge of self (Whitebread et al., 2009)."

Discussion¶

Related Claims¶

• Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style — related
• Children demonstrate knowledge of others' cognitive processes by assessing peers' comprehension and identifying others' cognitive inadequacies during group work — related
• Five-year-old children reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies during peer interactions in mathematical measurement activities — a broader claim this one bears on
• Peer interactions supported both children's metacognitive tasks and strategies, with children organizing performance using others' directions and evaluating others' performance — related
• Young children with limited vocabulary express metacognitive knowledge through behavioral and nonverbal expressions as well as verbalizations — related
• Students exemplified discovered clues when explaining their designs orally — related
• Children's statements about universal properties of cognition emerged only in weight and volume measurement activities, not in length or area activities — related