Identifying a Taxonomy for the Emergence of Metacognition in Young Learners

Chris Perry, Ian Ball


This paper details a study of upper primary (elementary) students’ thinking as they go about solving a problem, presented in an innovative computer program. Student responses to a metacognitive probe question reveal levels of responses that can be classified because of their shared quality. A thematic analysis was conducted with the initial classifications being based on theoretically derived categories from the metacognitive literature. These classifications were subsequently ordered into a taxonomy of hierarchical progression towards metacognition. Results in this instance indicated that less than 20% of these upper primary students showed they were capable of operating at a metacognitive level.

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