Metacognition: Diversification of Educational Contributions

The article highlights a complex yet current issue – metacognition, as seen by various researchers and within the context of multiple fields. Taking on the implicit demands of interpretive analyses, we bring to attention several metacognitive issues through psychological, epistemological, philosophical, logical, anthropological etc. perspectives, thus outlining the profile of a pedagogical phenomenon with significant formative resonance. Metacognition’s contributions to the educational process are diverse: cognitive self-regulation, metacognitive skills, self-monitoring of thinking, metacognitive knowledge, metacognitive regulation etc. The clarification of metacognitive discourse is accompanied by the delineation of its formative articulations at student level by profiling a vision that presumes an integrated approach to metacognition as a concept, a process, and a strategy (CPS).