Metacognition as a link between ability and successful (executive) intelligence

Abstract

The author reports on the metacognitive skill research that was used to conduct an experiment of empirical validation of instructional approach to the study of skills and learning promotion. She begins her paper with a brief overview of the contemporary epistemological-theoretical concept in the field of pedagogy, and participatory epistemology as an important determinant of understanding knowledge within the framework of postmodern didactic paradigms. She notes that contemporary teaching models have failed to resolve the nature of metacognition and its impact on the operational and mobility efficiency of passing on knowledge. Later on in her paper, the author deals with an attempt to create a theoretical space which would enable a suitable practical use of constructivism, participatory epistemology, or at least some of their work.