Facilitating metacognitive talk: a research and learning tool

Kate Wall, Steve Higgins

Research output: Contribution to journalArticle

36 Citations (Scopus)

Abstract

This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three‐way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms.
LanguageEnglish
Pages39-53
Number of pages15
JournalInternational Journal of Research and Methods in Education
Volume29
Issue number1
DOIs
Publication statusPublished - 30 Apr 2006

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pupil
learning
Teaching
teacher
semiotics
learning process
stimulus
learning environment
research project
dialogue
classroom
interaction
interview

Keywords

  • metacognition
  • learning process
  • education research
  • templates
  • pupil perspectives
  • interviews

Cite this

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Facilitating metacognitive talk : a research and learning tool. / Wall, Kate; Higgins, Steve.

In: International Journal of Research and Methods in Education, Vol. 29, No. 1, 30.04.2006, p. 39-53.

Research output: Contribution to journalArticle

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