EDUCATION PROCESS VISUALIZATION IN METACOGNITION DEVELOPMENT AND SUSTAINABILITY
DOI:
https://doi.org/10.5937/IJCRSEE1702065AKeywords:
visualization, meta-cognition, meta-cognitive awareness, reflection, visual thinking, schema theoryAbstract
The article reflects on the role of visualization in education. Modern society is characterized by rapid growth of information that people have to process in order to maintain progress and sustainability in science and development of education. The amount of information is growing so quickly that a person is no longer able to perceive actual data about the outside world and process it using traditional methods. The basis of the “image of the world” contains not only concepts, but the semantic images created with the help of visual thinking. In our study we assume that students are quite limited in their knowledge about cognitive phenomena or in their meta-cognition and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. But we also assume that every student is potentially capable of meta-cognition, which is thinking of how better to perform cognitive actions and to be aware of how to learn. Developing meta-cognitive awareness is important because it helps learners become more efficacious and more autonomous. For many of them it can be identified as the most effective way of acquiring knowledge. Visualizing the very process of learning can help see how well it is going. Schema theory offers different ways of using schemas, especially in education. So far, there have been researches on schema as a tool for particular skills such as better comprehension, memorizing and retrieval of the knowledge received. It means students can use schemas to better understand the process of learning and skills acquired.
Downloads
Metrics
References
Abdellah, R. (2015). Metacognitive Awareness and its Relation to Academic Achievement and Teaching Performance of Pre-service Female Teachers in Ajman University in UAE. Procedia - Social and Behavioral Sciences. 174,. 560-567. https://doi.org/10.1016/j.sbspro.2015.01.707
Baker, L., Brown, A.L. (1984). Metacognitive Skills and Reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds.), Handbook of Reading Research, New York: Longman, 353-394.
Flavell, J.H. (1971). First discussant’s comments: What is memory development the development of? Human Development, 14, 272-278. https://doi.org/10.1159/000271221
Flavell, J.H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34(10), 906-911. http://dx.doi.org/10.1037/0003-066X.34.10.906
Flavell, J.H. (1985). Cognitive development, Prentice-Hall, 338.
Gall, M.D., Gall, J.P., Jacobsen, D.R., Bullock, T.L. (1990). Tools for Learning: A Guide to Teach-ing Study Skills. Alexandria, VA: Association for Supervision and Curriculum Development. http://files.eric.ed.gov/fulltext/ED320126.pdf
Jiang, Y., Lin M., Liang G.. (2016). Assessing teachers’ metacognition in teaching: The Teacher Meta-cognition Inventory. Teaching and Teacher Education. 59, 403-413. https://doi.org/10.1016/j.tate.2016.07.014
Makarova, E.A. (2016). Visual culture in educational environment and innovative teaching tech-nologies. Universal Journal of Management, 4(11), 621 - 627 https://doi.org/10.13189/ujm.2016.041104
Makarova, E.A., Abakumova, I.V., Ermakov, P.N. (2006). Skhema i fon: introyektsiya v neod-norodnom semioticheskom prostranstve [Scheme and background: introjection in heterogeneous semiotic space]. - Moscow: CREDO. 175.
Mevarech, Z. R., & Karmarski, B. (1997). Improve: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34 (2), 365-394. https://doi.org/10.3102/00028312034002365
National Research Council (2000). National Science Education Standards. Washington, DC: Na-tional Academies Press. http://dx.doi.org/1 10.17226/10038
Perkins, D. N., Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18, 16-25. https://doi.org/10.3102/0013189X018001016
Piaget, J. (1986). Theory of Piaget / History of Foreign Psychology 30th - 60th years. M. 344.
Saenz, G.D., Geraci, L., Miller, T.M., Tirso, R. (2017). Metacognition in the classroom: The association between students’ exam predictions and their desired grades. Consciousness and Cognition, 51, 125-139. https://doi.org/10.1016/j.concog.2017.03.002
Schaffer, V. (2017). Enhancing learning to diverse cohorts via immersive visualization. Journal of Hospitality, Leisure, Sport & Tourism Education, 21(2), 46-54. https://doi.org/10.1016/j.jhlste.2017.07.001
Schraw, G., Dennison, R.S. (1994). Assessing meta-cognitive awareness. Contemporary Educa-tional Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033
Published
How to Cite
Issue
Section
License
Copyright (c) 2017

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.