Metacognition: ideas and insights from neuro- and educational sciences

Abstract Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achieve...

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Autores principales:	Damien S. Fleur, Bert Bredeweg, Wouter van den Bos
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/0339814650b1414b81e091b83e9d0270
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spelling	oai:doaj.org-article:0339814650b1414b81e091b83e9d02702021-12-02T17:52:25ZMetacognition: ideas and insights from neuro- and educational sciences10.1038/s41539-021-00089-52056-7936https://doaj.org/article/0339814650b1414b81e091b83e9d02702021-06-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00089-5https://doaj.org/toc/2056-7936Abstract Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.Damien S. FleurBert BredewegWouter van den BosNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Damien S. Fleur Bert Bredeweg Wouter van den Bos Metacognition: ideas and insights from neuro- and educational sciences
description	Abstract Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.
format	article
author	Damien S. Fleur Bert Bredeweg Wouter van den Bos
author_facet	Damien S. Fleur Bert Bredeweg Wouter van den Bos
author_sort	Damien S. Fleur
title	Metacognition: ideas and insights from neuro- and educational sciences
title_short	Metacognition: ideas and insights from neuro- and educational sciences
title_full	Metacognition: ideas and insights from neuro- and educational sciences
title_fullStr	Metacognition: ideas and insights from neuro- and educational sciences
title_full_unstemmed	Metacognition: ideas and insights from neuro- and educational sciences
title_sort	metacognition: ideas and insights from neuro- and educational sciences
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/0339814650b1414b81e091b83e9d0270
work_keys_str_mv	AT damiensfleur metacognitionideasandinsightsfromneuroandeducationalsciences AT bertbredeweg metacognitionideasandinsightsfromneuroandeducationalsciences AT woutervandenbos metacognitionideasandinsightsfromneuroandeducationalsciences
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Metacognition: ideas and insights from neuro- and educational sciences

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