Complete thesis - Murdoch University

• metacognition◦ involving awareness of one’s own cognitive processes (rather than the content ofthose processes) and the use of that self awareness in controlling and improvingcognitive processes (Biggs and Moore, 1993). The learner monitors his ownprogress as learning occurs, and is able to plan, choose between and change strategiesbased on the analysis of intermediate results (Ridley et al, 1992; Biggs andMoore, 1993).◦ the most efficient way to find or construct a model which is adequate for a givenproblem is by reasoning on a metacognitive level, where a class of possible modelscan be analysed and compared. This requires a metasystem transition with respectto the variety of individual models. Gaining flexibility with reasoning goes handin hand with enhanced self regulation and sharper metacognitive understanding.The implication of a metacognitive decision-making process is twofold:◦ - that there is a wide range of skills from which a decision may be made – hencewide experience◦ - that a process of reflection exists.Learning models that address wicked domains propose that a foundation in the contentneeds to be balanced with elements of creativity and experience based on practice. In general,these models are based around constructivist principles and more specifically on experientiallearning tradition. Flexible environments are required to permit the same items of knowledgeto be presented and learned in a variety of different ways and for a variety of differentpurposes, at different levels of granularity (Spiro et al, 1991).These conclusions suggest BoKs and model curricula cannot produce the graduates requiredby practitioners, though Budgen (2004) suggests they are a useful resource, and agrees theyfulfil the requirements for a good grounding in the discipline. Therefore, an investigationof learning pedagogy and current RE learning in order to address the issue of cognitivecomplexity, which appears to be lacking in RE education, is warranted.The next chapter examines the nature of learning and how it can be applied to RequirementsEngineering learning.101