COGNITIVE &
METACOGNITI
VE FACTORS
IN LEARNING
EDPEC 2- Education
March 6, 2025
• Cognitive and metacognitive factors influence how
learners process, retain, and apply knowledge.
Cognitive processes involve how information is
perceived, stored, and retrieved, while
metacognition is the ability to reflect on one’s
learning process. Understanding these principles
allows educators to design effective teaching
methods that enhance student learning.
COGNITIVE PROCESSES OF EXPERTS &
EXPERT SYSTEMS
• Experts vs. Novices: Experts organize knowledge
more deeply and efficiently than beginners.
• Chunking: Experts group related information into
meaningful units.
• Problem-Solving Efficiency: Experts recognize
patterns and apply solutions quickly.
EXAMPLE:
• A novice chess player views each piece
separately, while an expert player sees
patterns and anticipates moves ahead.
Similarly, a beginning reader sounds out
each letter, while an experienced reader
recognizes entire words instantly.
APPLICATIONS IN EDUCATION:
• Encourage Pattern Recognition – In math, teach
students to recognize number relationships instead of
rote memorization.
• Develop Expert Thinking – Use case-based learning
where students analyze real-world problems.
• Scaffolding – Start with step-by-step guidance and
gradually encourage independent problem-solving.
ROLE OF PRIOR KNOWLEDGE IN
LEARNING & CONCEPTUAL CHANGE
•Learning builds on existing knowledge.
•Misconceptions must be corrected through conceptual
change.
•Assimilation vs. Accommodation (Piaget’s Theory):
•Assimilation: New knowledge fits into existing concepts.
•Accommodation: Misconceptions must change to fit new
knowledge.
EXAMPLE:
• A student who believes "heavier objects
fall faster than lighter ones" needs
conceptual change to understand
Newton’s Laws.
APPLICATIONS IN EDUCATION:
•Assess Prior Knowledge – Use diagnostic tests,
KWL charts (Know, Want to Know, Learned).
•Encourage Conceptual Conflict – Show real-life
experiments that contradict misconceptions (e.g.,
dropping a heavy book and a light paper at the same
time).
•Use Analogies and Real-Life Examples to reshape
misconceptions.
ANALOGICAL PROCESSES & TRANSFER
OF LEARNING
•Near Transfer: Applying knowledge in a similar
context (e.g., learning to multiply fractions in class,
then applying it to a word problem).
•Far Transfer: Applying learning in a new, unrelated
context (e.g., learning debate skills and using them
in job interviews).
•Analogical Thinking: Using prior knowledge to
understand new concepts.
EXAMPLE:
•Analogy in Science: The flow of electricity
is like water in pipes.
•Analogy in History: The fall of the Roman
Empire is compared to modern economic
collapses.
APPLICATIONS IN EDUCATION:
•Use Real-World Analogies – Relate abstract
concepts to everyday experiences.
•Promote Problem-Based Learning – Have
students apply classroom concepts to real-
world scenarios.
•Encourage Reflection – Ask students how
they can use what they’ve learned in different
situations.
CLASSROOM ACTIVITY:
•Create Your Own Analogy:
Explain a concept using your
own analogy (e.g., "Learning is
like...").
LEARNING STRATEGIES &
METACOGNITIVE PROCESSES
•Metacognition = "Thinking about thinking"
•Three Metacognitive Skills:
1.Planning – Deciding how to approach learning.
2.Monitoring – Checking understanding while
learning.
3.Evaluating – Assessing what was learned and
adjusting strategies.
EXAMPLE:
•A student who summarizes each
paragraph while reading is using
metacognition.
•A student who self-questions ("Did I
understand this?" "What part is
unclear?") enhances comprehension.
APPLICATIONS IN EDUCATION:
•Teach Study Strategies – Encourage students to
use note-taking, summarization, and mind maps.
•Model Metacognition – Teachers can verbalize
their thinking ("I’m highlighting key points
because…").
•Use Self-Reflection – Provide exit tickets where
students reflect on what they learned.
CLASSROOM ACTIVITY:
• Metacognition Journal: Write down
what you learned, how you learned
it, and what you found challenging.
BIOLOGICAL & NEUROLOGICAL BASES
OF COGNITIVE PROCESS IN LEARNING
•Neuroplasticity: The brain can reorganize itself through
learning.
•Working Memory vs. Long-Term Memory: Learning
requires transferring information from short-term to long-
term memory.
•Role of Sleep, Nutrition, and Exercise: Brain function
improves with proper sleep and physical activity.
EXAMPLE:
•Repeated practice strengthens neural
pathways, just like muscle training strengthens
muscles.
•Students who sleep well before exams
perform better than those who cram overnight.
APPLICATIONS IN EDUCATION:
•Use Spaced Repetition – Break learning into
small chunks over time instead of cramming.
•Encourage Brain Breaks – Allow short
movement breaks to boost brain activity.
•Use Multi-Sensory Learning – Combine
visual, auditory, and hands-on activities.
TEACHING STRATEGIES
•Effective teaching strategies align with
cognitive and metacognitive principles.
•Learning is enhanced through active
engagement and scaffolding.
EFFECTIVE STRATEGIES:
•Scaffolding – Support learners initially, then
gradually reduce guidance.
•Collaborative Learning – Encourage peer
discussions and group work.
•Differentiated Instruction – Adapt lessons
for different learning styles.
EXAMPLE:
•In Science: Use inquiry-based
learning where students explore
questions rather than just memorizing
facts.
•In Math: Teach problem-solving
through real-world applications.
CONCLUSION
• By understanding cognitive and metacognitive
factors in learning, educators can implement
effective strategies that enhance student
engagement, comprehension, and critical
thinking skills. Applying these principles
ensures that students become more
independent, efficient learners.
THINK LIKE AN EXPERT: GROUP ACTIVITY
SUBJECT: SCIENCE (PROBLEM-SOLVING IN ENVIRONMENTAL
ISSUES)
• Scenario:
The local river in your town has become
polluted, affecting fish and drinking water.
As an environmental scientist, your job
is to identify the causes and propose
solutions to clean the river.
INSTRUCTIONS FOR STUDENTS:
• Break down the problem into smaller steps
like an expert would.
• Work in groups and analyze different
factors.
• Present findings and solutions.
STEPS STUDENTS SHOULD FOLLOW
(LIKE AN EXPERT):
•Identify the Problem –
•Gather Data –
•Analyze Causes –
•Evaluate Impact –
•Propose Solutions –
•Implement & Monitor –
STEPS STUDENTS SHOULD FOLLOW
(LIKE AN EXPERT):
•Identify the Problem – What are the signs of pollution?
•Gather Data – Where is the pollution coming from (factories, households,
farms)?
•Analyze Causes – What chemicals or waste materials are affecting the
water?
•Evaluate Impact – How is pollution affecting fish, plants, and people?
•Propose Solutions – What can be done to stop pollution? (e.g., stricter
regulations, cleanup programs)
•Implement & Monitor – How can the community ensure long-term clean
water?
ASSIGNMENT:
• Be ready and prepared for your next week report.
• Reporters can give seatwork or short quiz to participants.
