Moral Metacognition in Moral Education Discussion Classes: Its Importance and Enhancement Strategies

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Key Points

The central aim is to systematize the concept of moral metacognition and explore strategies for its enhancement in moral education classes.
Analyzed moral metacognition in the context of digital media and diverse values.
Defined moral metacognition within a triple structure: cognitive, emotional, and interactive.
Proposed a productive argumentation and collaborative verification-centered approach for moral classes.
Structured the teacher's role into three dimensions: metacognitive scaffolding, inquiry culture, and exemplary practice.
Identified moral metacognition as a critical ability for correcting misguided moral reasoning.
Highlighted the dual nature of strong metacognition as both a prerequisite and an ultimate goal of productive discussion.
Outlined educational methods that incorporate intellectual virtues and cooperative communication.

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Explores enhancement strategies for moral metacognition in moral education, suggesting implications for effective teaching practices.

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Changwoo Jeong (2026) studied this question.

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