Editorial
Abstract
Dear Readers,
International Electronic Journal of Elementary Education (IEJEE)
devoted this special issue for an important topic: Metacognition. The
comprehensive research within the area of cognitive science during the last
three decades revealed that not only cognition, but cognition about
cognition, in other words thinking about our own thinking processes is
important. We can not avoid this cognitive process for development of self
regulation, reflection, working memory, attention, planning, organising,
execution and monitoring. Metacognition is also related to learning
strategies and learning. Metacognition is like a fresh air. It is invisible, but
we know that it exists and it is important for us. Those of us who have been
working with teaching-learning issues in ordinary schools and with children
or adults with special needs due to i.e. dyscalculia, dyslexia and
ADHD/ADD, we have been experienced the importance of metacognition for
their academic learning and developing of basic skills like reading or
reading comprehension.
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