**4. Elements of metacognition**

Metacognition is made up of several sub-elements, each with its own set of characteristics. Flavell's [29] gave an introduction to two dimensions of metacognition: metacognitive knowledge and metacognitive regulation [30, 31].

### **4.1 Metacognitive knowledge**

Metacognitive Knowledge is essential for independent learning because "*it represents the knowledge base that students draw on as they make decisions about their learning*" [32]. It included learner knowledge about the self, completed tasks, and strategies used for fruitful learning. It entailed being conscious of one's mental processes, cognitive aims, and experiences [29, 33, 34].

Metacognitive knowledge is important for obtaining productive outcomes. Learners with knowledge of cognition are found quick and smart in learning. The following forms of metacognitive knowledge have been defined:

### *4.1.1 Person knowledge*

Person knowledge refers to being aware of one's own and other people's mental processes. Knowledge of how learning processes occur, how information is processed in the learning process, and knowledge of specific thinking is called personal knowledge. Knowledge regarding diverse ways of processing information in people (listening, seeing, touching) and which mode of processing knowledge is optimal for learning for specific individuals is an example of this. Wenden demonstrated that the development of language can also be affected by personal abilities. Flavell [29] separated this aspect into the following sections.

a.Intra-personal: Awareness of one's own mental processes, abilities, learning styles, IQ, and potential.

b.Interpersonal: General awareness of others' knowledge and talents.

### *4.1.2 Strategic knowledge*

Awareness of different strategies and their uses is also very crucial in education. Strategic knowledge gives not only details of different strategies but also when to use which one strategy. It enables us to make a choice of selecting a strategy rather than a chance of using any strategy. It makes the learning process simple and outstanding through a choice, not a chance [35]. Strategic knowledge is actually knowledge about these tasks differently at the appropriate time and its utilization in the best way. These all components affect the processes of the mind involved in learning [27]. It refers to different methods or procedures [27, 30]. It provides a mirror of how procedures are followed or used.

### *4.1.3 Task knowledge*

Task knowledge includes information about the task's aims, how it will affect one's learning, the nature of the task (difficulty or ease), and the needs for it. Knowledge about the task provides a right and systematic way toward the achievement of goals. In this case we have two tasks, one in biology, which is mitoses and another one in the periodic table of chemistry. The requirements and demands for both tasks are different.

If we explain the example of mitoses of cells it will be preferable to select understanding processes of cognition. Understanding can be through diagrams and postal presentations. In the case of the periodic table, it is preferable to memorize the names of elements mentioned in the periodic table. Different activities are used

to memorize it. One of the examples is to make a statement from the rows and the columns of the periodic table and memorize it. It will become interesting and easy for learners to memorize rows and columns. It shows the requirements of the tasks which are different.
