Threshold Concepts as a Focus for Metalearning Activity: Application of a Research-Developed Mechanism in Undergraduate Engineering

Autor/inn/en	Meyer, Jan H. F.; Knight, David B.; Callaghan, David P.; Baldock, Tom E.
Titel	Threshold Concepts as a Focus for Metalearning Activity: Application of a Research-Developed Mechanism in Undergraduate Engineering
Quelle	In: Innovations in Education and Teaching International, 52 (2015) 3, S.277-289 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2015.1017515
Schlagwörter	Undergraduate Students; Metacognition; Learning Experience; Engineering Education; Profiles; Self Concept; Behavior Change; Correlation; Student Reaction; Student Attitudes; Qualitative Research; Learning Processes; Student Behavior; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernerfahrung; Ingenieurausbildung; Charakterisierung; Profilanalyse; Selbstkonzept; Korrelation; Schülerkritik; Schülerverhalten; Qualitative Forschung; Learning process; Lernprozess; Student behaviour; Ausland; Australien
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01