Metacognition is an essential, but habitually ignored element of 21st century education, which aims to teach students how to learn. 'Meta' is a Greek word meaning 'after', 'behind' or 'beyond'; 'meta' is added to terms such as meta memory, meta comprehension, and metacognition. The lack of consciousness is cognitive self-regulation activities occurring without awareness. According to Flavell, metacognition is broadened knowledge and cognition about cognitive, affective, perceptual, or motor human characteristics. Metacognition knowledge includes knowledge about oneself as a learner and the factors that might affect performance, knowledge about strategies, and knowledge about when and why to use these strategies. Metacognition guideline is the monitoring of one's cognition, which includes planning activities, awareness of comprehension and task performance, and evaluation of the efficacy of monitoring processes and strategies. Aim of the study is to explore the theoretical base of metacognition and to identify the possibility of further research in that area. The main purpose of the study is to identify the lacuna of theoretical use of metacognition. The present study have been under taken keeping the following research questions in mind: What kinds of research have been undertaken so far to validate the theory of metacognition? How can a teacher promote the metacognition ability of a learner? How can metacognition skills enhance pupils' learning? The present theoretical views are extremely useful for teacher educators, developmental psychologists, and teachers.
Metacognition is extremely important, still habitually ignored element of the 21st century education, which aims to teach pupil how to learn. From preschool to high school, the instructional timetable is crowded with competition sessions with little time for directing students in developing metacognition and cognitive skills that can help them do tremendously well in the classroom and in the functioning world. Even though the set of courses and professional development may cover instructions on cognitive strategies, the day by day schedule may not provide unambiguous teaching and in-depth practices for students to learn how, when, where, and why to use these strategies effectively. Metacognitive and cognitive capacity is not of course gifted, but can be trained and learned.
'Meta' is a Greek word meaning 'after', 'behind' or 'beyond'; 'meta' is added to terms such as memory, comprehension, and cognition. This is done to indicate a transform in the importance to “knowledge about one's own cognition to a certain extent than the cognitions themselves”, while using the term 'meta-language'. (Tarricone, 2011) used metamathematics as illustration of the early use of the term 'meta'. It also occurs in meta comprehension, meta attention, meta learning, meta communication, meta components of, and metamemory. In relation to the term 'meta memory', cognition is a “firm flow of information” and metacognition is awareness and attentiveness of the development and the watch and manage of such knowledge and processes. The main distinction between cognition and metacognition is that metacognition is considered to be second order cognitions. Metacognition is measured in literature as to some extent puzzling, unsolved and composite construct, one that has conspiracy cognitive psychologists and educational researchers for decades. Brown explains that, metacognition has been labelled 'a buzzword', 'unknown', 'unclear', 'vague', 'faddish', 'chaotic' as an 'epiphenomenon', but also a theoretically important phenomenon in cognitive psychology and education research. There is also ambiguity and haze over the terms 'meta cognition' and 'metamemory' as rarely are they used interchangeably, for metamemory is used to portray features of metacognition and vice versa.
A dictionary definition of cognition informs that it is “the act or process of knowing in the broadest sense” and “an intellectual procedure by which information is gained in relation to insight or ideas”. Thus, when a learner uses metacognition, the object of the learner's accepted wisdom is the private act of knowing or the intellectual process of gaining knowledge. Metacognition is implicit as an overarching construct that encompasses numerous habits and actions used by learners.
It may be experienced ahead of knowledge and ingenuity in any educational discipline because the metacognitive learner develops self- awareness and control of individual thought processes. It is a type of thinking that transcends learning domains and is not limited to any one academic subject area.
It was first introduced by Flavell in the year 1976 (Perfect & Schwartz, 2002). Therefore, metacognition, according to Flavell, is broadened to mean knowledge and cognition about cognitive, affective, perceptual, or motor human characteristics.
Metacognition knowledge consists of knowledge about oneself as a learner and the features. Metacognition guideline is the monitor of one's cognition, which encompass arrangement of activities, attentiveness of understanding and task recital, and valuation of the usefulness of observed processes and strategies.
A student uses metacognition on reading an unfamiliar expression and chooses to use two strategies. They have learned to riddle out a word's meaning by breaking it down into components and comes across for background evidence. After confirming the guess against the glossary in the textbook, they think, “It was fairly close and this was good practice”. The purpose of teaching to be metacognitive is to guide pupils consciously and with growing self-determination, be familiar with when and how to employ cognitive strategies that work best across different situations.
The make use of metacognition and cognitive strategies connect two levels of thinking. The first level engages applying a cognitive tactic to solve a problem. The second involves using metacognition to select and examine the effectiveness of that strategy.
Sometimes called critical thinking, metacognition usually refers to going ahead of the rote memorization of facts to skills such as analyzing, synthesizing, and transferring knowledge to other applications.
These are gifted by guiding students to distinguish that they are in charge of their feeling, thoughts, and actions, and by providing them with strategies and skills to guide their feelings, thinking, and behaviours in positive and productive directions.
This refers to focusing one's conscience on current feelings, thoughts, and sensations by being cognizance. For example, teachers and students can more effectively guide their feelings and opinions in a more positive “can do” direction.
The centre of these cognitive functions in the brain is the pre-frontal cortex situated directly at the back the forehead. The pre-frontal cortex is the brains “chief executive officer” for its role in “forming goals and objectives and then in devising plans of action required to obtain these goals. It selects the cognitive skills required to complete the plans. Co-ordinates these skills and applies them in correct order”. More recent research by (Fleming & Frith, 2014), also identifies this area of the brain, specifically the anterior pre-frontal cortex as the centre of metacognition.
Decision-making function, higher order thinking, and selfregulation can all be improved over time using metacognition. If these cognitive purposes and resources perform as musicians in the ensemble of learning, then metacognition is the performer. The performer prefers the work to perform, maintains the rhythm, and directs a variety of segments through to obtain the lead at times and reviews the performance to identify where fine modification may be needed in the same way as developing metacognitive capacities. Concentration can be better directed to the learning assignment at hand, prefer which cognitive assets are needed for the tasks, monitor the performance, and identify how learning can be improved.
According to Waters and Schneider (2010), it was Flavell who first divided metacognition into metacognitive knowledge and metacognitive experience. Metacognitive knowledge was further divided into three categories as person, task, and strategy knowledge.
There are three more categories to explain the person variable such as intra-individual, inter-individual, and universal.
Regulation of one's own cognition can be defined as age independent, and task and situation dependent. It is the overseeing and control of one's own learning and involves skills such as planning ahead, monitoring resource allocation, self-questioning, self- directing, etc.
Historical contributions from Aristotle and Augustine provide evidence that acts of remembering and memory generally involve the process of reflection. These include introspection, mental imaginary, and meditation reviewing and reflecting on prior experience. Centuries later, Augustine's (AD 354-430) work De Triniate (The Trinity) written between AD 399 and 421 also described the reflective processes and the role of memory in these reflective processes. He contended that the intellect forever recognize itself during the process of frequently searching to know itself and basically considered that the intellect itself is described through self-knowledge based upon selfreflexivity. It is this striving to identify oneself that leads to the development of self-knowledge. Augustine thus provided a historical link between reflection and metacognition through his decree of “know thyself”.
Metcalfe (2009) studied that, Descartes (1596-1650) also considered manifestation to be the heart of self. He provided important introduction to discussions of reflection, self-knowledge, and introspection. Aristotle, Descartes, and Augustine's contributions provided a historical framework for discussing the development of self-knowledge as fundamental to metacognition, even though they never said metacognition, but strongly opined about selfreflection.
(Tarricone, 2011) explained that thinking is a part of the problem solving or inquiry process requiring reflection upon former knowledge, understandings, and processes. He described this metacognitive process, even though he did not use the term 'metacognition', as phases of reflective thinking. The first phase occurs as a state of hesitation perplexion when challenged to think about or reflecting on a problem or an issue. This mental activity leads to the second phase, which involves the act of searching, hunting, and inquiring to find materials that will resolve the doubt, settle and dispose of the perplexity. Reflective thinking is the basis upon which these other processes evolve and becomes part of the problem solving process.
Early origin of learning processes like cleverness, perceptual awareness, and reasoning and manifestation were promoted by Aristotle, James, and Dewey, whose discussions on habits of thinking were founded upon the process of cognizing and that rational thought relies upon reasoning and in the problem solving process. (Tarricone, 2011) argument relates to problem solving and the accepting of observable fact through analysis and abstraction, whereas Aristotle referred to reasoning as a process of recollecting, understanding, and using mental imagery and mnemonic strategies. Aristotle considered that reasoning impacted on reflection at a meditative level, rather than a critically restrictive level in a problem solving context. Dewey stated that reasoning prompted idea construction and aided the contribution of thoughts; it facilitated the classification of terms and theories, which originally seemed confusing. Dewey, James, Augustine, and Aristotle's historical contributions to reflection, problem solving, and metacognition are as follows:
Reflective thinking is certainly an element of the development of intangible thinking in adolescence, the prescribed ready stage and beyond, and an essential element in logic, way of thinking, and abstract thought processes. Although earlier thinkers like Dewey specifically referred to the expansion of self-reflection and the height of self-reflection in formal operation, they did not use the term 'reasoning'. Also, enlightenment of Inhelder and Piaget's description of reflective thought implied the existence and functioning of metacognitive processes, and this holds up the disagreement that reflective thought, awareness, and purposeful thinking of the formal operations stage and beyond can be seen as contributing to the application and development of metacognition, and is reliant upon selfknowledge.
Many complex reasoning processes develop during adolescence and adulthood. Most agree that the initial development of higher order reasoning is the main difference between concrete and formal stages of cognitive development. Higher order reasoning includes a number of processes such as problem solving, decision making, and argumentation, which signify the complexity of this level of reasoning. Piaget's discussions concerning the formal operational stage of adolescence and beyond incorporated higher order learning process is reliant upon reflection and metacognition. These procedures included the capacity to analyze logically, arrangement with hypotheses, reflect and apply “hypothetico-deductive”, and comparative reasoning. (Barrouillet, 2011) who did extensive research further explained that the official reasoning stage involved the creation of and the estimation of the applicability of those possibilities from end- to- end reasoning, logic, and argumentation. The official reasoning involved the formation of new possibilities or hypothetical assertions that were either true or false, and involved connections and associations such as implication, combination, identity, and disjunction. These reasoning processes dependent upon reflection and metacognition encourage relations between earlier information and understanding in similar problem solving condition and help to initiate new learning and problem solving processes in new complex problems.
Vygotsky (1896-1934) and (Tarricone, 2011) viewed manifestation as an vital element of the problem solving procedure, and Vygotsky saw expression and inner articulation as central supports during the learning process. Vygotsky's conceptions of the Zone of Proximal Development (ZPD) (Vygotsky, 1980) and inner expression were hidden in problem solving and are necessary characteristic of metacognition. Vygotsky described this process as one which moved from an individual to a social cognitive process through social cognitive interaction. The ZPD was created by influencing the space between the level of authentic development and the increase of potential development. This shared cognitive dealing kindled the continuing development of the internalized cognitive process, which was in spirit the metacognitive process. Vygotsky highlighted the role of supports or scaffolding, even though he did not intentionally coin the term 'metacognition' as integral to make easy movement through the Zone of Proximal Development to the level of possible development. Jerome (Brunner, 1986) and his colleagues identified scaffolding as important to supporting problem solving.
The use of internal discussion promotes higher order reasoning about the relations between the problems, the problem solving process, and the solution. The internalization of these processes can be one and the same with reflective thinking. The ZPD can be established with passion through dialogue, social communication, argumentation, group effort, and support in many collaborative problem solving situations, particularly linking genuine world problems.
The learning process moves from a predominately social cognitive process to a metacognitive process. Interference through scaffolding facilitates the movement from inter-psychological to intra-psychological functioning, where internalization is a fundamental aspect of the intra-psychological condition. Intra-psychological functioning can be measured to be metacognitive. In this state, learners are dependent upon their own metacognitive process enabling them to achieve their learning goals.
Metacognition came into the “modern” era with the publication of (Jost et al., 1998) of observe and manage this theory was of organizing and incorporating roughly every one of the available research on metacognition. Metacognitive monitoring is that procedure that permits a human being to watch, replicate or understand his or her own cognitive processes. Monitoring allows somebody know the person of the state of their cognition virtual to their current goal. Metacognitive control is the aware and nonconscious decisions that are constructed based on the production of the monitoring processes. Control processes are revealed by the behaviours a person engages in a function of monitoring. The idea of control processes is essential to the development of applied metacognition control processes.
Flavell (1979) made the difference between metacognitive knowledge and metacognitive awareness (Hogan et al., 2015) Metacognitive knowledge refers to clear knowledge concerning one's metacognitive power and fault.
A third theorist Brown (1987) (Id) referred to metacognition as the situation of one's knowledge and the control of one's own cognitive system.
Model of metacognitive includes meta memory (Martinez, 2006). According to Martinez students with good metamemory are connected to greater achievement. Self-rule is significant in comprehension of new learning because students who are metacognitively attentive repeatedly ask themselves whether or not they understand what they are reading. This regulation monitors comprehension, and based on their awareness of their understanding, students can choose various metacognitive strategies such as pausing, going all the way through with peers, attending tutoring session or seeking clarification from the teacher. However, students who lack selfregulation may continue to read text without realizing that they do not understand it. Teachers must explicitly teach metacognitive skills so that their use becomes inbuilt with the student's learning strategies.
The basics of metacognition lie in cognitive theories of memory and in what children believe, understand, and can articulate about memory and remembering, otherwise known as metamemory. Piaget's cognitive development stage replica included children's beliefs, knowledge, and understanding of their own cognitive processes and led to the view that until children reach the level of formal operation thinking they are not capable of engaging in metacognition. This was the consensus view of most researches into metacognition until more recently when empirical studies of young children demonstrated a variety of metacognitive processes.
The theory of developmental psychology cognitive sciences research has revealed that by the age of four children are able to know that people think in a different way depending on the experience and knowledge they already have. Learning is a merged activity connecting, observing, practicing, acting, talking, working things out individually, and using what they already know. They are also eloquent about the difference between observing, remembering, and learning. For example, during a task, knowledge of previous similar tasks may be in order to help development on the present task or a task may cause a feeling of puzzlement, which may prompt metacognitive knowledge of similar incidents in order to interpret the feeling. Metacognitive experiences include feelings of confidence and perplexity, monitoring of progress and judgments' of success or failure, including the feelings which go along with them. Whether conscious or not, metacognitive experience can manipulate progress on a task and lead to new and better processing to revision of existing processes or to abandonment of the tasks. Metacognitive experience give rise to cognitive strategies and play apart in monitoring cognition through the interaction of metacognitive strategies, metacognitive knowledge, and task goals. (Efklides & Misailidi, 2010) viewed metacognitive experience as influenced by three factors.
Metacognitive understanding are seen as the implied and open feelings, which go with learning and willingness to learn, and which in turn control task succession through the commencement of monitoring and control progression and the opening of strategies. Metacognitive experience can include ideas, light bulb moments, and feelings of associate complexity confidence, confusion, judgment, and assessment of strategies being used, and prediction of success or failure. Metacognitive experiences are both influenced by self- concept and help to construct selfconcept through feedbacks. Metacognitive awareness is seen as the boundary between the person and the task (Efklides & Misailidi, 2010). As such, they are particularly important elements in the creation of lifelong and selfregulated learners.
Metacognition is cognition aimed at gaining, inspiring and enthusiastic several kinds of knowledge and activities, which are labelled as metacognitive. For example metacognitive information is knowledge of cognition. It refers to what people know about cognition and their own cognition, and their own cognition strengths and weakness It accounts for experience, strategies, and conditions under which some kind of activity is preferred more than others.
Metacognitive movement is guided by metacognitive strategies, to monitor and control activities, and to make sure the fulfilment of cognitive goals. The organization of metacognitive activities, progression, and tactic to attain a metacognitive purpose is called 'metacognitive skill'.
Cognitive strategy can be viewed as mental plans of actions that learners develop to help them approach any learning task or problem. An effective cognitive strategy facilitate learners to plan what they will do, and then, observe and adjust their own thoughts and events as they proceed. Metacognitive processes that manage and control the cognition are sometimes termed as internal decision-making processes. These processes enable us to plan, keep an eye on, and appraise performance throughout the accomplishment of a task. It is now said that all academic and intellectual tasks like writing an essay, reading comprehension, solving a mathematical problem, and analyzing data for a project are most easily and effectively proficient through the application of cognitive and metacognitive strategies.
Metacognition refers to the harmonizing of psychological functions. Cognitive strategies are activated to solve a problem or complete a task, whereas metacognitive strategies control the monitoring and regulation of these tasks. Metacognition is a very significant module of successful self-regulation. Metacognition covers a learner's knowledge about himself/herself, for the purpose of control. The knowledge part of metacognition refers to an individual's knowledge and attitude about their cognition. It is biased by person variables, task variables, and plan, and the contact of these three. More experienced learners exhibit a better understanding of their memory and cognitive strategies than beginner learners because they can assign their cognitive resources with more accuracy. Metacognitive attentive learners have superior control of personal factors such as cognitive ability, character, and self -concept. Individuals' self-alertness and knowledge about their own abilities is mediated by self-efficacy, selfconcept, and belief about capability. Task variable include factors such as task complexicity, performance, and related prior knowledge and these variables are indicative of an understanding of how metacognitive approaches are circumstances-dependent. This means that individuals can apply contextually appropriate strategies.
Metacognition and self-regulated learning abilities are difficult higher-order skills that are often seen in both young and adult learners (Lai, 2011), there is proven merit in trying to support the acquisition of metacognitive abilities. Metacognition is considered complementary to learning and research and has recorded a causal relationship between the level of metacognitive knowledge and the subsequent ability to transfer strategies across tasks. This is because greater metacognitive knowledge results in a more flexible cognitive strategy range, and consequently, one can be more strategic and perform better. Recent research (Jovanovic & Chiong, 2013) points to the importance of metacognitive knowledge as an important indicator of positive self-regulation and critical thinking.
Successful students typically possess frequent learning strategies of great variety, and better students report a larger range than less capable students. Metacognition, self- regulation, critical thinking, social cognition, and emotional intelligence are examples of processes that control the regulation of learning and thinking and are considered higher order cognition. Higher order cognition describes a set of composite skills that are developed through the extension and incorporation of previously learned skills. The gaining of higher order cognitive skills involve practicing and automating low level cognitive capacities into more complex activities. Reasoning, adaptive problem solving, critical thinking, and absorption of knowledge by a learner to derive meaning are facets of constructionist learning.
The use of self-regulation processes can dynamically change over time as learners profoundly move towards the reason about their existing status within a learning task. Through self-reflection assessment and practice of these strategies, they can improve their understanding of course materials as well as their own cognitive abilities.
Metacognition is a type of thinking that helps students while they are engaged in learning tasks that are directly rooted in a specific discipline. For this reason, it can be said that metacognition is content specific. (Colwell & Webster, 2011) stated that critical thinking is inextricably linked with content knowledge in a specific area or discipline. He explained that what we do know about thinking is that it is subject matter specific. The process of thinking is tangled with the content of thought such as domain knowledge.
Metacognition is applied in discipline like specific learning situation, as it does possess an inspirational executive quality; it is the type of thinking whereby learners guide their intellectual efforts in any content area and therefore, domain general. (Rost, 2013) identified several managerial strategies of critical thinking, including goal setting, concentration, management, and self-monitoring. (Harper, et.al,. (1994) stated that metacognition is the “boss” function that enables learners to play, monitor, and carry out cognitive actions. (Brown et al., 1994) labelled metacognition as the “central processor” or “overseas” of learners' thoughts.
In the 2001 revision of Bloom's Taxonomy of Educational Objectives, Anderson et al., (2006) included metacognition as one of the four types of knowledge in the “knowledge dimension” of the taxonomy defining metacognitive knowledge as “knowledge of cognition, in wide-ranging as well as awareness and knowledge of one's own cognition”. Metacognition includes strategic knowledge, knowledge about cognitive tasks, including appropriate relative and conditional knowledge, and self-knowledge. Metacognitive knowledge is extremely important in understanding and learning, a belief that is consistent with the basic percept of cognitive psychology.
Dawson and Guare (2018) stated that the roots of metacognition are seen in infancy when children classify objects and when they first begin to perceive cause and effect relationship. Further, they asserted that when toddlers and young children learn to observe daily ceremony and routines they are beginning to use metacognition. On the other hand, Kuhn (2000) suggested that the foundation of metacognitive thinking is laid somewhere around ages three to five and that metacognition does not fully develop until adolescence. First graders could engage in metacognition when trained and prompted by their teachers, and that first graders were able to transfer metacognition skills from one context to one more as they moved from first to second grade.
The three broad categories of metacognitive skills are:
Marzano and Kendall (2007) used different terminologies when they observed that the “metacognitive system has four functions.
Despite slight differences in wording, it is apparent that researchers see metacognitive skills as specific activities. Moreover, researchers agree that learners should engage in planning and goal setting in the initial stages of the learning task with self-monitoring applied to ongoing activities through the succession of a learning task. When the learners engage in metacognition, they develop the ability to differentiate between what they know and what they do not know. This important skill is label knowledge monitoring. Researchers have found a positive correlation between learner's knowledge monitoring ability and their scholastic aptitude. Learners who exhibit the ability to monitor their learning also exhibit higher levels of pedagogic achievement.
Metacognitive learners define their learning tasks, decide what they are supposed to do, and gain an understanding from the teacher of what a successful outcome will be. These learners then set personal goals and select strategies for accomplishing their goals.
Metacognitive learners engage in self-assessment throughout learning tasks. They pose internal questions such as how am I doing? Do I think I am on the right track? Have I completed the necessary steps for this assignment? The learners compare their ongoing of learning with preconceived models or standards of excellence and accuracy. If they run into obstacles, metacognitive learners revise their strategies.
Metacognitive learners engage in self-evaluation of summative nature at the completion of learning tasks. This step allows them to plan for future learning.
Metacognition is one of the important components of human cognition, intellectual ability, and it is like other cognitive abilities, but to develop metacognition skills, little practice and effort is important. As a child develops, his/her cognitive abilities improve. To understand and validate any theory, one must review all related concepts of that theory. In this context, every concept of metacognition are thoroughly reviewed. Our instinctive behaviour is changed into cultivated human behaviour through education, and that is why to improve metacognitive skills, pupils have to develop multi- talents as they are involved in all the domains of not only academic education, but also arts and crafts, music, kinesthetic, and other activities such as reading and literature. Development psychologists opine that from childhood itself, students have to develop good self- regulating characters and habits. Unless and until pupils do not control their sensory organs, it is difficult to gain control over their own thoughts. So in the early childhood to develop metacognition, sensory training is important because sensory organs are the gate ways of knowledge. Later as a child develops, further and further higher order activities like art, craft, music, and reading are important. For physical fitness, activities like sports and games are important. When a child reaches adolescent age, scientific and mathematics skills are important because it helps to develop abstract thinking skills. Good communication skills and good interpersonal skills are the byproducts of metacognitive skills. From childhood, it helps to improve language abilities, as good language ability is important to develop paraphrase and writing skills. Teachers may guide children in the primary grade to begin building basic metacognitive skills, and they might expect students from upper elementary grades through high school and college to use metacognition in increasingly independent ways.
The present research has studied and reviewed the philosophical as well as psychological theories of metacognition. Almost all theories state that cognition is one of the important aspects of human beings. Whatever innovation is found today is the gift of the human mind. Thinking faculties have to work systematically. To develop this kind of thinking process, cognitive related activities must be practiced. So the present study is helpful for teachers, teacher educators, social scientists, and even development psychologists. By reading this, one can implement age appropriate lesson plan modules in the class; develop good study habits, study skills, and good personality traits for the betterment of cognition and the thinking process. From this study, one can study metacognition from both angles, i.e., philosophical and psychological point of view. By studying the philosophical view, a researcher (student) may develop interest in Language, Art, Literature, Law, etc. By studying psychological views, one can study further concepts like developmental psychology, cognitive psychology, instructional psychology, one can further validate applied aspects of metacognition like writing instructional objective, to create best early learning centers, and improve the life of young children.
Theoretical study provides insight into cognition and how one can monitor ones' own cognition. Cognition related activities are very important for human beings, irrespective of age and occupation. Good cognition keeps our body and mind fit. For young children, it facilitates learning and good academic achievement. It is known that education is a process to develop and improve human performance, so, all teachers and teacher educators must know how to foster metacognition among young learners. Activities like yoga, meditation, music, art and craft should be implemented in education as it helps to improve the different domains of the mind. Activities like reading, singing songs, incomplete fairy tales helps to develop cognitive skills of young children. Finally, cognition develops further and further as it leads to metacognition, uninterrupted flow of thought, and a presence of mind necessary for all children.
The present study has reviewed almost all the theories under the domain of metacognition. This kind of theoretical research helps to understand the concept thoroughly. By studying this, one can further validate the theory of metacognition. Philosophical theories did not discuss the concept of metacognition, but discussed solitude and the faculties of mind and mindfulness. Psychological theories thoroughly discussed the concept of metacognition with wider ideas, and discipline. The development of metacognition is essential in today's age because now children are in the era of Artificial Intelligence, cognition and cognitive psychology research helps a researcher to develop ideas further to greater heights. It also helps a researcher to understand the historical development of concepts. The metacognition concept is as old as human civilization, but we have to look at this in a philosophical and psychological point of view. Further under philosophy, it may lead to concepts like epistemology, metaphysics, and domain level. Under psychology, this concept may lead into cognitive psychology, metacognition, and metaintelligence. By understanding this basic concept, a researcher can develop unique views on metacognition.