Supporting Thinking about Thinking: Examining the Metacognition Theory-Practice Gap in Higher Education

Autor/inn/en	Dennis, Jayne L.; Somerville, Matthew P.
Titel	Supporting Thinking about Thinking: Examining the Metacognition Theory-Practice Gap in Higher Education
Quelle	In: Higher Education: The International Journal of Higher Education Research, 86 (2023) 1, S.99-117 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dennis, Jayne L.) ORCID (Somerville, Matthew P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00904-x
Schlagwörter	Metacognition; Theory Practice Relationship; Higher Education; College Faculty; Teaching Methods; Knowledge Level; Undergraduate Study; Teacher Qualifications; Teacher Certification + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Theorie-Praxis-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Grundstudium; Lehrqualifikation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01