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Problem-based learning and the development of metacognition

机译：基于问题的学习与元认知的发展

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摘要

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.
机译：本研究从香港大学的两个计划（N = 66）中抽取一年级本科生。一个程序使用完全基于问题的方法进行学习和教学，而另一个程序则使用更传统的方法。使用学习和学习策略量表（LASSI）来衡量学生对他们的思维或元认知的看法，它探讨了每个项目在第一年的开始和结束之间每组学生之间元认知发展的差异。该论文认为，除了正式的学习环境外，基于问题的课程所提供的其他新的社会环境所带来的日常挑战也为元认知的发展提供了肥沃的环境，因为尽管最高的“元层次”认知通常不是当我们收到外部任务并且知道任务解决方案时，这牵连其中，在出现问题或出现新情况时，往往会参考元级别。换句话说，当我们面对问题的解决方案时，无论是由教师提出的，作为基于问题的课程的一部分，还是在新的社会环境中，我们都更有可能发展通用的以及针对特定学科的技能。

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