Metaconceptual processes framework: metacognitive knowledge and processes specific to concept learning, classified as knowledge, awareness, monitoring, and evaluation¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article adopts the metaconceptual framework to focus metacognition on concept learning during reading: "the term metaconceptual has been used to focus on metacognitive processes that are specific to concept learning". Metaconceptual knowledge and processes activated during conceptual change "have been classified as metaconceptual knowledge, awareness, monitoring, and evaluation". The study uses this framework to design strategy instruction aimed at activating metaconceptual processes, and its data analysis coded strategies and products by whether their purpose was cognitive or metacognitive. The findings section maps six metacognitive processes performed while reading, including drawing attention, monitoring ideas, evaluating, and facilitation of memorization.

Design Implications¶

Context¶

Requirements¶

• Strategy and product coding requires examining participants' stated purposes for using each strategy or product to decide whether it is cognitive or metacognitive

Constraints¶

• The framework addresses metacognitive processes specific to concept learning, not the full range of metacognition

Target Learners¶

• preservice science teachers

Target Learning Objectives¶

• conceptual understanding of science concepts
• conceptual change and elimination of misconceptions

Claims¶

• Strategy Instruction Increases Metacognitive Strategy Use [+M]
• Monitoring ideas was the metacognitive process with the greatest strategy variety, and its use was highest in the peer tutoring instruction group [+W]

Related Theories¶

• Metacognitive knowledge framework: knowledge of cognition divided into declarative, procedural, and conditional knowledge
• Shared metacognition in online CoI as two interdependent dimensions: self-regulation and co-regulation
• Metacognition

Examples¶

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Key Sources¶

• Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537