Educational and psychological research in the past decade has found that metacognitive capacity starts earlier than was initially realized; is more amenable to educational intervention than was previously thought; can be taught to a wide range of learners; and is both inherently contextual and aunique capacity that is distinguishable from intelligence, cognitive processes and motivation. In this paper we will see how metacognition can be improved in primary school pupils when teachers use instructional strategies that encourage meaningful learning, stimulate metacognitive reflection andprovide continuous feedback. The purpose of this article is to explore the notion of metacognition witha view to clarifying its significance for the development of teaching and learning strategies that enhance pupils' capacities as autonomous learners. In particular, we propose three learning tools that,when used intentionally, can promote self-regulated learning: the concept maps, the assessment rubric and think-aloud method. We involved 45 students and 2 teachers (2 classes of fourth year of primary schools). The instructional and psychological foundations underlying these tools is briefly presented. The data available to date from a variety of qualitative and quantitative research studiesstrongly support the value of these metacognitive tools both for cognitive and affective gains.Metacognition is seen as facilitated through talk. The concept map produced in this research was analyzed using a qualitative content analysis, looking specifically for evidence of the process of text construction and metacognition. The issues provide evidence of young students’ ability to engage in metacognitive talk and to use metacognition intentionally in the construction of concept map.Research has indicated that metacognitive instructional interventions make a difference in supporting the development of metacognitive knowledge in primary school children.
|Numero di pagine||11|
|Stato di pubblicazione||Published - 2014|