Intelligence Management: Developing Learners’ Metacognitive Skills in the Life-Long Learning

Juli­ja A. Platono­va
Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod

Sergej V. Tikhonov
Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod

Ignatius G. P. Gous
Uni­ver­si­ty of South Africa

Intel­li­gence Man­age­ment: Devel­op­ing Learn­ers’ Metacog­ni­tive Skills in the Life-Long Learn­ing

Abstract. The pre­sent­ed paper brings up an issue on metacog­ni­tive reg­u­la­tion of learn­ing process­es and pos­si­bil­i­ties to devel­op learn­ers’ metacog­ni­tive skills. Metacog­ni­tion as the knowl­edge on qual­i­ties of cog­ni­tive process and abil­i­ty to man­age intel­lec­tu­al activ­i­ties is a burn­ing issue in the con­text of the life­long learn­ing con­cept. Stake­hold­ers of edu­ca­tion­al process and their cur­rent inter­ests, approach­es to learn­ers’ metacog­ni­tive com­pe­ten­cies devel­op­ment are char­ac­ter­ized in the paper. The dis­cus­sion ends with the impli­ca­tion that metacog­ni­tive skills are based on the mind’s nat­ur­al abil­i­ties, which reveal them­selves over a life­time. That means metacog­ni­tive abil­i­ties devel­op in accor­dance with learn­ers’ age, back­ground and goals to be accom­plished. Thus, in order to be suc­cess­ful in teach­ing and learn­ing we need updat­ed method­olog­i­cal approach to edu­ca­tion, based on mod­ern the­o­ries on psy­chol­o­gy, ped­a­gogy, and neu­ro­science. The edu­ca­tion­al mod­el pro­posed in the paper is syn­cret­i­cal­ly based on the Galperin’s the­o­ry of sys­tem­at­ic grad­ual devel­op­ment of intel­lec­tu­al activ­i­ty of a per­son (“cog­ni­tive activ­i­ty” stage), Vygotsky’s cul­tur­al-his­tor­i­cal the­o­ry (“sys­tems think­ing” stage), Shchedrovitsky’s sys­tem-based method­olog­i­cal approach (“method­olog­i­cal think­ing” stage), Tokuhama-Espinosa’s con­tem­po­rary learn­ing and teach­ing con­cept found upon the results of inter­dis­ci­pli­nary research in thу area of Mind, Brain and Edu­ca­tion.

Key­words: life­long learn­ing, metacog­ni­tion, met-acog­ni­tive reg­u­la­tion, cog­ni­tive process, learn­ing process man­age­ment.

DOI: 10.5840/dspl2018113

Ref­er­ences:

  1. Bersin J. Using Design Think­ing to Embed Learn­ing in Our Jobs [blog post], Har­vard Busi­ness Review, 2016, July 25. Avail­able at: https://hbr.org/2016/07/using-design-thinking-to-embed-learning-in-our-jobs (accessed on Novem­ber 22, 2017).
  2. Davy­dov V. V. Teori­ja raz­vi­va­jush­hego obucheni­ja [The The­o­ry of the Devel­op­ing Edu­ca­tion]. Moscow: INTOR, 1996. 236 pp. (In Russ­ian)
  3. Dia­mond A., Lee K. Inter­ven­tions shown to aid exec­u­tive func­tion devel­op­ment in chil­dren 4 to 12 years old, Sci­ence, 2011, vol. 333, iss. 6045, pp. 959–964.
  4. Dweck C. S. Mind­set. The New Psy­chol­o­gy of Suc­cess. New York: Ran­dom House, 2006. 320 pp.
  5. Flavell J.H. Metacog­ni­tive aspects of prob­lem solv­ing. In: L. B. Resnick (Ed.), The nature of intel­li­gence. Hills­dale, New Jer­sey: Lawrence Erl­baum, 1976, pp. 231–235.
  6. Fos­not C.T. Con­struc­tivism: A psy­cho­log­i­cal the­o­ry of learn­ing. In: C. T. Fos­not (ed.), Con­struc­tivism: the­o­ry, per­spec­tives, and prac­tice. New York: Teach­ers Col­lege Press, 2013, pp. 8–33.
  7. Chamor­ro-Pre­muz­ic T., Swan M. It’s the Company’s Job to Help Employ­ees Learn [blog post], Har­vard Busi­ness Review, 2016, July 18. Avail­able at: https://hbr.org/2016/07/its-the-companys-job-to-help-employees-learn (accessed on Novem­ber 22, 2017).
  8. Cher­noko­va T.E. O voz­mozh­nos­t­jah razvi­ti­ja metakog­ni­tivnyh funkcij u detej doshkolno­go vozras­ta s toch­ki zreni­ja kul­turno-istorich­eskoj psi­hologii [On the Pos­si­bil­i­ties of the Metacog­ni­tive Func­tions Devel­op­ment in Preschool Chil­dren from the Cul­tur­al-his­tor­i­cal Psy­chol­o­gy Per­spec­tive], Kul­turnois­torich­eska­ja psi­hologi­ja, 2009, no. 4, pp. 70–75. (In Russ­ian)
  9. Khalin S.M. Priro­da metapoz­nani­ja i ego prin­cipy [The Nature of Metacog­ni­tion and Its Prin­ci­ples], Vest­nik Tju­men­sko­go gosu­darstvenno­go uni­ver­site­ta, 2003, no. 2, pp. 258–266. (In Russ­ian)
  10. Kholod­naya, M.A., Berest­ne­va, O.G. & Kostrik­i­na, I.S. Kog­ni­tivnye i metakog­ni­tivnye pred­po­syl­ki intellek­tu­al­noy kom­pe­tent­nos­ti v oblasti nauch­notekhnich­eskoy dey­atel­nos­ti [Cog­ni­tive and Metacog­ni­tive Back­ground of Intel­lec­tu­al Com­pe­tence in Sci­ence and Tech­nol­o­gy Activ­i­ties], Psikho­logich­eskiy zhur­nal, 2005, vol. 26, no. 1, pp. 51–59. (In Russ­ian)
  11. Kritzinger E., Loock M. A crit­i­cal inves­ti­ga­tion into the cur­rent short­age of infor­ma­tion tech­nol­o­gy post­grad­u­ates pro­duced by Unisa (Paper pre­sent­ed at the ODL12 Con­fer­ence, 2012). Avail­able at: http://uir.unisa.ac.za/handle/10500/8500 (accessed on Novem­ber 22).
  12. Oso­ri­na M.V., Shherbako­va O.V., Avanes­jan M.O. Prob­le­my metakog­ni­tivnoj reg­ul­jacii: nor­ma­tivnye tre­bo­vani­ja i nepro­duk­tivnye pat­terny intellek­tu­al­noj dejatel­nos­ti [The Prob­lems of Metacog­ni­tive Reg­u­la­tion: Reg­u­la­tions and Unpro­duc­tive Pat­terns of Intel­lec­tu­al Activ­i­ty], Vest­nik SPbGU, 2011, ser. 12, iss.2, pp. 32–43. (In Russ­ian)
  13. Sochi­neni­ja: v 4 tom­ah [Essays in 4 vol­umes]. Vol. 2 / Ed. by A. F. Lose­va i V.F. Asmusa. Saint Peters­burg: Izd-vo S.-Peterb. un-ta: «Izd-vo Ole­ga Abyshko», 2007. 626 pp. (In Russ­ian)
  14. Platono­va J.A. Vera v pos­tizhenii puti zhizni che­love­ka: diss. kand. phi­los. n. [Faith in under­stand­ing a human life path: CSc dis­ser­ta­tion in Phi­los­o­phy]. Nizh­ni Nov­gorod: NGPU, 2010. 160 pp. (In Russ­ian)
  15. Poshe­hono­va J.V., Kar­pov A.V. Moti­va­cionnye i volevye osoben­nos­ti metapoz­nani­ja stu­den­tov vuza [Moti­va­tion­al and Voli­tion­al Fea­tures of Uni­ver­si­ty Stu­dents’ Metacog­ni­tion], Izvesti­ja DGPU. Psi­hol­o­go-ped­a­gogich­eskie nau­ki, 2014, no 4, iss. 29, pp. 31–36 p. (In Russ­ian)
  16. Pritchard A. Ways of learn­ing: Learn­ing the­o­ries and learn­ing styles in the class­room / 3rd ed. Abing­don, Oxon; New York: Rout­ledge, 2014. 143 pp.
  17. Simp­son O. Stu­dent reten­tion in dis­tance edu­ca­tion: are we fail­ing our stu­dents? Open Learn­ing: The Jour­nal of Open, Dis­tance and e-Learn­ing, 2013, vol. 28, iss. 2, pp. 105–119.
  18. Shherbako­va O.V. Metakog­ni­tiv­na­ja reg­ul­jaci­ja intellek­tu­al­noj dejatel­nos­ti [The Metacog­ni­tive Reg­u­la­tion of Intel­lec­tu­al Activ­i­ty], Neline­j­na­ja dinami­ka v kog­ni­tivnyh issle­dovani­jah – 2011 [Non-lin­ear dynam­ics in cog­nitice stud­ies]. The Pro­ceed­ings of the Inter­na­tion­al Con­fer­ence. (Nizh­ni Nov­gorod, May 8–21, 2011). Nizh­ni Nov­gorod: IPF RAN, 2011, pp. 235–237. (In Russ­ian)
  19. Tokuhama-Espinosa T. The new sci­ence of teach­ing and learn­ing: Using the best of mind, brain, and edu­ca­tion sci­ence in the class­room. New York: Teach­ers Col­lege Press, 2015. 190 pp.

Comments are closed.