Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/14908
Title: Taming a 'Many-Headed Monster': Tarricone's Taxonomy of Metacognition
Contributor(s): Bannister-Tyrrell, Michelle  (author)orcid ; Smith, Susen (author); Merrotsy, Peter (author); Cornish, Linley  (author)orcid 
Publication Date: 2014
Handle Link: https://hdl.handle.net/1959.11/14908
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390305 Professional education and training
390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930201 Pedagogy
930102 Learner and Learning Processes
939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
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Abstract: The research field of metacognition sees a community lacking in rigour, continuity and shared understandings (Schraw, 2009; Shaughnessy, Veenman & Kleyn-Kennedy, 2008). The publication in 2011 of Pina Tarricone's conceptual framework and taxonomy of metacognition offered a 'comprehensive and systematic overview of the literature on metacognition' (Moshman, 2010, cited in Tarricone, 2011, p. xv), finally giving some necessary synthesis to the field. In this paper we briefly introduce some of the difficulties that continue to attribute to the inconsistency of metacognition as a concept and give an overview of Tarricone's taxonomy of metacognition. We also describe how the taxonomy contributes to deeper understandings of one popular model in gifted education. Current research is making strong links between metacognition and giftedness (Veenman, 2008), but importantly there is growing evidence that metacognition is an 'aspect of intelligence that can be more easily promoted by education' (Cornoldi, 2010, p. 257). Due to the complexity and detail of Tarricone's work and the actual taxonomy itself, it is acknowledged that this paper presents only a brief review and discussion of some of the aspects of the taxonomy, such as the supercategories of declarative, procedural and conditional knowledge. The importance of the interconnectedness of these aspects of Tarricone's framework is discussed in relation to how they underlie the metacognition and epistemic beliefs of a student to facilitate or inhibit learning.
Publication Type: Journal Article
Source of Publication: TalentEd, 28(1/2), p. 1-12
Publisher: University of New England
Place of Publication: Armidale, Australia
ISSN: 0815-8150
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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