Complete thesis - Murdoch University

• that a process of reflection (both in and on action) exists.The extensive literature on metacognition within cognitive psychology points to the developmentof self-monitoring and self-control of the learning process. Many models of metacognitionstress the development of strategies of efficient processing (eg Sternberg (1987)’s metacomponents),others emphasise the process of perceptual tuning, in the sense of Schön (1987)’sreflective practitioner developing the ability to ‘see as’. Yet others refer to reflexitivity – directingreflection back on the learner’s own efforts to know (Duffy and Cunningham, 1996).The essence of reflexivity is abduction through which beliefs are created or revised to caterfor surprising experiences. Individual awareness of the state of knowing is enhanced throughthis process. Further awareness of the cultural origin and mediated nature of beliefs allowsa reconsideration of the metaphors/models that constitute knowledge. When concepts ormodels are introduced, their definition often requires more than the simple description ofthe world in terms of these concepts. It further requires an analysis of how the concept wasused, introduced, and possibly modified to be more adequate. Reasoning in this process ismetacognitive – not about the world as it is but about the relation of knowledge to the worldand to the goals pursued. Wright (1992) suggests that self-reflection involves the abstractionof meaning and is an interpretive process aimed at the understanding of reality. Humanreflection is seen as the key to understanding and creating a world in which we coexist withothers – and in which many perspectives are valid.Flavell (1979)’s definition of metacognition involves thinking about thinking and by thislogic it must include learning about learning, associated with the idea of metalearning. Metalearningprovides an essential capacity for people to change. Thus metalearning (Biggs,1985) requires:• a framework for evaluating and incorporating new experiences and information basedon a fluid mixture of experience, values, contextualised information (ie learning)• imagination as a means of viewing and anticipating the future – a necessity if one is totake control of one’s own learning and create plans and strategies in order to achievedesired goals.The acquisition of metalearning capacity reflects an empowering skill in learning that isquite different from, and superordinate to, the acquisition of other complementary learningor study skills. Meyer and Shanahan (2004) suggests it resonates with other operationalisedconcepts such as study orchestration, self-regulation in learning, locus of control, learning‘style’ versatility and student-centredness.120