Abstract
“Metacognition” is a vague concept. It is difficult to examine the metacognitive activities with psychological methods. But research has pointed out the importance of metacognitive activities or processes in school learning and other learning contexts. Recently, a number of papers and books were published in the world. There are two aspects in metacognition—metacognitive knowledge and metacognitive monitoring. In this article, I reviewed research about the development of metacognitive knowledge in school learning. Next, I focused on the metacognitive activities in comprehension. This is called comprehension monitoring. These processes were included in reading, mathematical, and scientific problem solving. Finally, the review points out some problems for future metacognitive and instructional research.
