Meta-Strategic Knowledge (MSK): awareness of the thinking strategies used in certain environments, governing the cognitive system¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Drawing on Zohar and David (2009), the article presents Meta-Strategic Knowledge as a branch of metacognitive monitoring that includes knowledge of tasks and knowledge of strategies. MSK contributes the understanding that metacognition is the "higher order agent who is overlooking and governing the cognitive system". The thinker is not only able to reflect on their thinking for problem solving, but is aware of the type of thinking strategies being used in certain environments. The article uses MSK to interpret the teachers' articulated metacognitive theories.

Design Implications¶

Context¶

Requirements¶

• Articulating one's own metacognition so that meta-strategic knowledge moves from tacit to formal.

Constraints¶

• The article states it does not attach a finite distinction between metacognition and cognition.

Target Learners¶

• practicing classroom teachers
• teacher educators

Target Learning Objectives¶

• awareness of one's own thinking strategies
• developing formal metacognitive theories

Claims¶

• Plc Leader Metacognition Shapes Led Work [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Prytula, M. P. (2012). Teacher Metacognition within the Professional Learning Community. International Education Studies. https://doi.org/10.5539/ies.v5n4p112