üstbiliş, yürütücü biiş

Турецкий язык - Английский Язык

Определение üstbiliş, yürütücü biiş в Турецкий язык Английский Язык словарь

metacognition

Metacognition is defined as "cognition about cognition", or "knowing about knowing." It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition." Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students. Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures. Writings on metacognition can be traced back at least as far as De Anima and the Parva Naturalia of the Greek philosopher Aristotle

(Psikoloji, Ruhbilim) Awareness or analysis of one's own learning or thinking processes

Metacognition refers to thinking about cognition (memory, perception, calculation, association, etc.) itself or to think/reason about one's own thinking

Metacognition is the process of thinking about what we know and what we don't know At the beginning of a research or learning unit, it is always good for students to evaluate their background knowledge related to the topic under consideration in order to identify what is new knowledge and establish the connection between new and background knowledge For more details on metacognition, see: http: //www ed gov/databases/ERIC_Digests/ed327218 html

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Thinking about one's thinking; the monitoring of one’s thinking for the critical thinking criteria as one is acquiring and assessing new information For scientific thinking, this means also becoming aware of one’s background knowledge, assumptions, and the auxiliary hypotheses (how observing works) and assessing their validity as well

The process of thinking about and regulating one's own learning Examples of metacognitive activities include assessing what one already knows about a given topic before reading, assessing the nature of the learning task, planning specific reading/thinking strategies, determining what needs to be learned, assessing what is comprehended or not comprehended during reading, thinking about what is important and unimportant, evaluating the effectiveness of the reading/thinking strategy, revising what is known, and revising the strategy

The understanding of how learning takes place

the process of knowing or thinking about how we use strategies and skills to enhance our thought processes; thinking about how we think

An individual's ability to reflect on one's own thinking and to monitor one's own learning Metacognition is integral to a learner's ability to actively partner in his/her own learning and to facilitate transfer of learning to other contexts (Bransford, Brown & Cocking, 1999 )

The process of considering and regulating one's own learning Activities include assessing or reviewing one's current and previous knowledge, identifying gaps in that knowledge, planning gap-filling strategies, determining the relevance of new information, and potentially revising beliefs on the subject

If cognition is thinking about thinking, then metacognition is thinking about thinking about thinking

A person's reflection on his or her own thinking processes By using metacognitive skills, readers are able to reflect on their own reading processes, for example, whether or not they understand what they read

A student's ability to think about, plan, and monitor performance on an educational task

awareness of a person's own mental processes awareness of a person's own mental processes

Thinking about the thinking process; the management of thinking

the act of thinking about thinking; sentience

A person's reflection on his or her own thinking processes By using metacognitive skills, readers are able to make judgments about whether or not they understand what they read

The knowledge of one's own thinking porcesses and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies

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