Abstract
This chapter provides a broad understanding of the areas of cognition and metacognition and their significance in higher education settings. The chapter encompasses not only the theory and the knowledge related to these thinking processes, but also provides tools in the fields of thinking for educators to implement. The chapter delves into a detailed description of cognitive strategies including elaboration, repetition, distributed practice, and the dual coding hypothesis, and metacognitive strategies, such as goal setting, metacognitive regulation and reflection. Additionally, the chapter explores frameworks such as VAK, Bloom's taxonomy and mental models, by which cognitive and metacognitive strategies can be integrated to enhance learning outcomes. The chapter also provides research evidence, proving the effectiveness of cognitive and metacognitive strategies in the context of higher education.
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