Metacognition in the Teaching of Literature

Metacognition in the Teaching of Literature

Martina Petríková (Faculty of Arts, Slovakia)
DOI: 10.4018/978-1-5225-2218-8.ch013
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Abstract

In this chapter the problems of metacognition in the teaching of literature is considered. Artistic text is understood as a learning problem or assumption of developing cognitive and reading skills and the acquisition of literary terms in lower secondary education. Depending on the specific objectives of the analysis and interpretation of a literary text in the context of didactic communication and in accordance with the ambition to develop thinking and ability to learn, the author suggests teaching strategies and methods that participate in the processing and development of (factual, conceptual, procedural, metacognitive) knowledge of literary science, especially at higher levels of cognitive thinking.
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Background

According to the revised Bloom's Taxonomy (Anderson, & Krathwohl, 2001, p. 268; Valent, 2007), which was extended with a (second) dimension of cognitive knowledge (factual, conceptual, procedural, metacognitive knowledge: knowledge, understanding, application, analysis, synthesis, evaluation), the dimension of cognitive processes includes six processes that are expressed by active verbs: to remember, understand, apply, analyze, evaluate and create. With a proactive approach to learning and thinking, it is in particularly necessary to develop the last three processes of that list.

Development of higher levels of thinking is associated with the “metacognitive control” (Fisher, 2004, pp. 14-15) or with training of metacognition, because thinking as processing of information is comprised of input (e. g. knowledge), output (e. g. problem-solving) and control (e. g. search for the meaning of the acquired knowledge).

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