The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing

2002/11/01 by Paul R. Pintrich · 7 citations
Psychology · Social Sciences · #Education and Critical Thinking Development #Innovative Teaching and Learning Methods #Reflective Practices in Education

paper · doi:10.1207/s15430421tip4104_3

crossref issued 2002/11/01 · crossref published 2002/11/01 · crossref published-print 2002/11/01 · openalex publication_date 2002/11/01 · crossref created 2004/11/09 · crossref published-online 2010/06/24 · crossref deposited 2020/08/18 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01 · crossref indexed 2026/08/01

Abstract

A s KRATHWOHL (THIS ISSUE) STATES, the reA vised Taxonomy contains four general knowledge categories: Factual, Conceptual, Procedural, and Metacognitive. While the first three categories were included in the original Taxonomy, the Metacognitive Knowledge category was added. The purpose of this article is to discuss the Metacognitive Knowledge category and its implications for learning, teaching, and assessing in the classroom.

Citations

• Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.

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