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Threshold concepts as a focus for metalearning activity: application of a research-developed mechanism in undergraduate engineering.
- Source :
-
Innovations in Education & Teaching International . Jun2015, Vol. 52 Issue 3, p277-289. 13p. 5 Charts. - Publication Year :
- 2015
-
Abstract
- This paper reports on the development of metalearning capacity in the learning of athreshold concept– capacity of transformative significance relative to metalearning in the general response context of a discipline or subject. The development of metalearning capacity is framed within a protocol that invites students to self-construct a ‘learning profile’ of themselves; reflect on it in light of theoretical considerations; and accordingly self-initiate changes to their learning behaviour. Findings are consistent with other studies in different disciplinary contexts that employed the same methodology – namely, that metalearning activity can be successfully focused on a particular threshold concept to benefit a substantial majority of students in a variety of ways ranging across a positive reinforcement of self, a change in conception of what ‘learning is’, to self-initiated change. Metalearning activity is advocated as a theoretically sound, and pedagogically driven, learning intervention – one that adds value to the student learning experience. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 14703297
- Volume :
- 52
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Innovations in Education & Teaching International
- Publication Type :
- Academic Journal
- Accession number :
- 101714234
- Full Text :
- https://doi.org/10.1080/14703297.2015.1017515