The metacognitive levels refer to the different levels at which a person can think about their learning processes. These are the levels of"knowing how to learn".
In general, individuals with high metacognitive levels are better performing planning, information management, monitoring, review and evaluation activities.
Knowing the metacognitive processes and their different levels is important in the learning processes, since these affect the processes of knowledge acquisition, their understanding, their memory and their application.
Understanding the different metacognitive levels facilitate their control and regulation of operations that lead to better learning.
Although there is consensus in the fact that the metacognitive process occurs at different levels, these levels are not well established. Different authors can vary the definition of levels, however the skills are practically the same.
Metacognitive levels
Based on different studies, four different metacognitive levels can be found:
Level 1. Tacitus
People at this level are characterized by the absence of metacognition or at most by showing a slight concern about the superficial elements of texts, mathematical problems or other subjects that need to be learned.
At this level people often accept something or reject it as they understand it or do not understand it.
It is common for people at this level to ask nothing about the knowledge to acquire and use phrases such as"I do not know much about math, so I work hard."
Level 2. Thoughtful
At this level, people know that there are learning strategies that can facilitate their process, but they do not effectively apply them.
Regarding a topic to be understood, people at this level tend to focus on the local coherence of the subject, but they do not know how to look at the global.
It is common to hear in people at this level phrases like"That theme is easy"and"this subject is difficult".
Level 3. Strategic
At this level, people know that there are strategies for learning a certain subject and are also able to use them.
These people can do most of the tasks assigned to them in a class or in a job with which they are familiar.
The people at the strategic level have the tools from which they can choose the right ones for the interpretation and the acquisition of a knowledge and its use.
The ability to observe and comprehend the overall coherence of an issue is characteristic of people at this level.
People at this level can make comments like"Does this topic come on the exam? If not, why do we study it?"
Level 4. Reflective
At the highest metacognitive level, people are able to reflect on the overall coherence of a topic and not just understand it.
By the same, these people can modify this knowledge, and play with it to relate it with other knowledge.
At the reflective level, people are good at understanding issues with which they are unfamiliar and for learning in contexts other than what they have been shown.
People at this level question all knowledge they acquire. It is common to hear them say"Why is that the case?"Or"If we put it in a different situation, does it still work?"
References
- Artzt A. Armour E. Mathematical problem Solving in small groups: Exploring the interplay of students' metacognitive behaviors, perceptions, and ability levels. The Journal of Mathematical Behavior. 1997; 16 (1): 63-74
- Davis L. Transcription: Four levels of metacognitive learners. Cambridge international examinations
- Erdal B. Birsen B. Bayram C. The effects of social constructivist approach on the learners' problem solving and metacognitive levels. Journal of Social Sciences. 2012; 8 (3)
- Memnun D. S. Akkaya R. The levels of metacognitive awareness of primary teacher trainees. Procedia-Social and Behavioral Sciences. 2009; 1 (1): 1919-1923
- Olmedo C. A. Production of argumentative texts and metacognition. Letters. 2005; 47 (71): 63-88
- Shetty G. Study of the Metacognition Levels of Student Teachers on the Basis of Their Learning Styles. IOSR Journal of Research & Method in Education (IOSR-JRME). 2014; 4 (1): 43-51.