**Abstract**

Dispelling the myths about different but related definitions of metacognition is presented. The author bases the discussion on an examination of the relevant literatures. Understanding the impact of culture is a key part of social metacognition. Examining unstated beliefs about oneself may reveal insights into one's social metacognition and sense of identity. It also clarifies the relationships between social metacognition, self-concept, and attitudes, as well as between social metacognition and prejudice and stereotyping. It focuses on studies conducted with nonhuman primates and other animals, such as chimpanzees, rhesus macaques, rats, pigeons, dogs, and dolphins. Strategies for fostering metacognition in the classroom are also covered; specifically, how this type of thinking helps students better evaluate and adjust their own methods of learning in order to gain a deeper comprehension of complex material. Teachers' professional approaches to metacognition are characterised as a process in which students take charge of their own learning; in turn, teachers are tasked with assisting students in acquiring the knowledge, understanding, and abilities necessary to do so. Teachers are urged to design lessons giving pupils opportunities to develop their own metacognitive skills. It concludes with a summary of the discussion and values of metacognition.

**Keywords:** demystification, education, students, teachers, metacognition
