Abstract
I describe two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they are related to domain-specific knowledge and cognitive abilities. I argue that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and acquisition of metacognitive awareness. These include promoting general awareness, improving self-knowledge and regulatory skills, and promoting learning environments that are conducive to the construction and use of metacognition.
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Schraw, G. (2001). Promoting General Metacognitive Awareness. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_1
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DOI: https://doi.org/10.1007/978-94-017-2243-8_1
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