Diagnostics of Metacognitive Involvement in the Activities of Students in the Learning Process at a University

Анар Попандопуло, Ainash Kudysheva

ARPHA proceedings, 2019

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.3897/ap.1.e1088
Data confidence 70 medium
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Abstract

The relevance of the problem under study is due to the need of the modern educational process in organizing independent cognitive activity of students, and as a result, the main task of the modern education system is to measure the level of metacognitive involvement in students' activities and explore the possibility of explicitly incorporating metacognitive knowledge into the process of learning specific subjects. The purpose of the article is to diagnose metacognitive involvement in the activities of students in the process of learning at university. The leading method for studying this problem is the Metacognitive Awareness Inventory questionnaire (Schraw & Dennison, 1998), which makes it possible to view this problem as a process of specialists’ purposeful and conscious mastery of the skills to monitor the quality of education. This questionnaire is part of a fairly small number of methods that currently exist and investigate the metacognitive properties of a person. Its main goal is to trace the patterns of participation of meta-processes in the implementation of activities. The article presents the results of a dissertation research on the problem of metacognitive involvement in activities. The authors provide data on measuring the level of metacognitive involvement in the activities of university students and exploring the possibility of explicitly incorporating metacognitive knowledge into the learning process of specific subjects that affect the development of professional metacognition. Based on the questionnaire used, the article presents the measurements of two components of metacognition: metacognitive knowledge and metacognitive processes. According to the results of the study, metacognitive skills (processes), which are used less often by students, have been established; due to which the issue of applying data about students’ metacognition in the practical activities of a teacher is discussed.