Threshold concepts as a focus for metalearning activity: application of a research-developed mechanism in undergraduate engineering

• Jan H.F. Meyer ^[1] ; David B. Knight ^[2] ; David P. Callaghan ^[3] ; Tom E. Baldock ^[3]
  1. [1] University of South Australia

     University of South Australia

     Australia

     
  2. [2] Virginia Tech - Wake Forest University

     Virginia Tech - Wake Forest University

     Estados Unidos

     
  3. [3] University of Queensland

     University of Queensland

     Australia

     

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 52, Nº 3, 2015, págs. 277-289
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.