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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 and Teaching International . 2015 52(3):277-289. - Publication Year :
- 2015
-
Abstract
- This paper reports on the development of metalearning capacity in the learning of a "threshold 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.
Details
- Language :
- English
- ISSN :
- 1470-3297
- Volume :
- 52
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Innovations in Education and Teaching International
- Publication Type :
- Academic Journal
- Accession number :
- EJ1055735
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/14703297.2015.1017515