Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education
Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus m...
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| Autor*in: |
Dennis, Jayne L. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s) 2022 |
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| Übergeordnetes Werk: |
Enthalten in: Higher education - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1972, 86(2022), 1 vom: 30. Juli, Seite 99-117 |
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| Übergeordnetes Werk: |
volume:86 ; year:2022 ; number:1 ; day:30 ; month:07 ; pages:99-117 |
| Links: |
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| DOI / URN: |
10.1007/s10734-022-00904-x |
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SPR052009580 |
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| 520 | |a Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers. | ||
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10.1007/s10734-022-00904-x doi (DE-627)SPR052009580 (SPR)s10734-022-00904-x-e DE-627 ger DE-627 rakwb eng Dennis, Jayne L. verfasserin (orcid)0000-0002-2170-7617 aut Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers. Metacognition (dpeaa)DE-He213 Metacognitive supportive practices (dpeaa)DE-He213 Teaching strategies (dpeaa)DE-He213 Teaching qualification (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Somerville, Matthew P. (orcid)0000-0002-3460-4369 aut Enthalten in Higher education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1972 86(2022), 1 vom: 30. Juli, Seite 99-117 (DE-627)320529320 (DE-600)2015566-9 1573-174X nnns volume:86 year:2022 number:1 day:30 month:07 pages:99-117 https://dx.doi.org/10.1007/s10734-022-00904-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2935 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 AR 86 2022 1 30 07 99-117 |
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10.1007/s10734-022-00904-x doi (DE-627)SPR052009580 (SPR)s10734-022-00904-x-e DE-627 ger DE-627 rakwb eng Dennis, Jayne L. verfasserin (orcid)0000-0002-2170-7617 aut Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers. Metacognition (dpeaa)DE-He213 Metacognitive supportive practices (dpeaa)DE-He213 Teaching strategies (dpeaa)DE-He213 Teaching qualification (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Somerville, Matthew P. (orcid)0000-0002-3460-4369 aut Enthalten in Higher education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1972 86(2022), 1 vom: 30. Juli, Seite 99-117 (DE-627)320529320 (DE-600)2015566-9 1573-174X nnns volume:86 year:2022 number:1 day:30 month:07 pages:99-117 https://dx.doi.org/10.1007/s10734-022-00904-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2935 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 AR 86 2022 1 30 07 99-117 |
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10.1007/s10734-022-00904-x doi (DE-627)SPR052009580 (SPR)s10734-022-00904-x-e DE-627 ger DE-627 rakwb eng Dennis, Jayne L. verfasserin (orcid)0000-0002-2170-7617 aut Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers. Metacognition (dpeaa)DE-He213 Metacognitive supportive practices (dpeaa)DE-He213 Teaching strategies (dpeaa)DE-He213 Teaching qualification (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Somerville, Matthew P. (orcid)0000-0002-3460-4369 aut Enthalten in Higher education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1972 86(2022), 1 vom: 30. Juli, Seite 99-117 (DE-627)320529320 (DE-600)2015566-9 1573-174X nnns volume:86 year:2022 number:1 day:30 month:07 pages:99-117 https://dx.doi.org/10.1007/s10734-022-00904-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2935 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 AR 86 2022 1 30 07 99-117 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">SPR052009580</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230624064741.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230624s2022 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10734-022-00904-x</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR052009580</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s10734-022-00904-x-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Dennis, Jayne L.</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0002-2170-7617</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2022</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The Author(s) 2022</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Metacognition</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Metacognitive supportive practices</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teaching strategies</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teaching qualification</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Higher education</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Somerville, Matthew P.</subfield><subfield code="0">(orcid)0000-0002-3460-4369</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Higher education</subfield><subfield code="d">Dordrecht [u.a.] : Springer Science + Business Media B.V, 1972</subfield><subfield code="g">86(2022), 1 vom: 30. 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Dennis, Jayne L. |
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Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education Metacognition (dpeaa)DE-He213 Metacognitive supportive practices (dpeaa)DE-He213 Teaching strategies (dpeaa)DE-He213 Teaching qualification (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 |
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supporting thinking about thinking: examining the metacognition theory-practice gap in higher education |
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Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education |
| abstract |
Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers. © The Author(s) 2022 |
| abstractGer |
Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers. © The Author(s) 2022 |
| abstract_unstemmed |
Abstract Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap extends to HE. Furthermore, we took a novel approach to evaluating academics’ broad and implicit inclusion of metacognitive supportive practices (MSPs) in their teaching practice. A questionnaire and semi-structured interviews were used to evaluate awareness of metacognition and inclusion of 16 MSPs in undergraduate teaching among 72 academics in scientific disciplines at a UK research-intensive university. We found that a minority of academics (27/72, 37.5%) were familiar with metacognition and, of those who were, they typically emphasised knowledge of cognition, rather than regulation of cognition. Nonetheless, all respondents incorporated at least two MSPs in their teaching, although typically in a limited fashion, emphasising knowledge and understanding of discipline content rather than cognitive regulation. Compared to academics without a teaching qualification, respondents holding or working towards a teaching qualification used significantly more MSPs, earlier in their career, and used significantly more MSPs aligned with regulation of cognition. This study demonstrates that the metacognition theory-practice gap extends to HE and highlights the scope for staff development programmes to better support students’ metacognitive development relevant for their studies and post-graduation careers. © The Author(s) 2022 |
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| title_short |
Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education |
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https://dx.doi.org/10.1007/s10734-022-00904-x |
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Somerville, Matthew P. |
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10.1007/s10734-022-00904-x |
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2024-07-04T00:52:15.712Z |
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| score |
7.4005537 |