"Prospecting for Metacognition" in a Science Museum: A Metaphor Reflecting Hermeneutic Inquiry

Autor/inn/en	Anderson, David; Thomas, Gregory P.
Titel	"Prospecting for Metacognition" in a Science Museum: A Metaphor Reflecting Hermeneutic Inquiry
Quelle	In: Issues in Educational Research, 24 (2014) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Metacognition; Hermeneutics; Museums; Science Education; Qualitative Research; Decision Making; Figurative Language; Parent Child Relationship; Classification; Questioning Techniques; Exhibits; Interviews; Minnesota + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hermeneutik; Museum; Museumswesen; Museen; Naturwissenschaftliche Bildung; Qualitative Forschung; Decision-making; Entscheidungsfindung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Classification system; Klassifikation; Klassifikationssystem; Befragungstechnik; Fragetechnik; Interviewing; Interviewtechnik
Abstract	Studying metacognition brings with it many challenges. The challenge of researching metacognition is exacerbated when research, (a) moves from clinical or highly structured settings, those associated with much research in this field, to more naturalistic contexts with less structure, and (b) begins in previously unexplored settings and social contexts with little, if any, existing literature related its study within such settings. We use the metaphor of "prospecting" to characterise a qualitative methodology that employed a hermeneutic dialectic process to explore the metacognition of parents and their children as they interacted in the naturalistic setting of a science museum. We explore and explain the dialectic hermeneutic questioning and decision making processes we employed and how the research proceeded over 4 days and 14 cases as part of our detailed methodological reflection. Our aim is to inform future research in metacognition, or other under-researched learning phenomenon, using interpretive methods in such settings, and to provide examples of the decisions and thinking that shaped our study's progress. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10