Metacognition and evidence analysis instruction: an educational framework and practical experience
The role of metacognitive skills in the evidence analysis process has received little attention in the research literature. While the steps of the evidence analysis process are well defined, the role of higher-level cognitive operations (metacognitive strategies) in integrating the steps of the proc...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4546034/ https://www.ncbi.nlm.nih.gov/pubmed/26293452 http://dx.doi.org/10.1186/s13643-015-0101-8 |
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author | Parrott, J. Scott Rubinstein, Matthew L. |
author_facet | Parrott, J. Scott Rubinstein, Matthew L. |
author_sort | Parrott, J. Scott |
collection | PubMed |
description | The role of metacognitive skills in the evidence analysis process has received little attention in the research literature. While the steps of the evidence analysis process are well defined, the role of higher-level cognitive operations (metacognitive strategies) in integrating the steps of the process is not well understood. In part, this is because it is not clear where and how metacognition is implicated in the evidence analysis process nor how these skills might be taught. The purposes of this paper are to (a) suggest a model for identifying critical thinking and metacognitive skills in evidence analysis instruction grounded in current educational theory and research and (b) demonstrate how freely available systematic review/meta-analysis tools can be used to focus on higher-order metacognitive skills, while providing a framework for addressing common student weaknesses. The final goal of this paper is to provide an instructional framework that can generate critique and elaboration while providing the conceptual basis and rationale for future research agendas on this topic. |
format | Online Article Text |
id | pubmed-4546034 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-45460342015-08-23 Metacognition and evidence analysis instruction: an educational framework and practical experience Parrott, J. Scott Rubinstein, Matthew L. Syst Rev Commentary The role of metacognitive skills in the evidence analysis process has received little attention in the research literature. While the steps of the evidence analysis process are well defined, the role of higher-level cognitive operations (metacognitive strategies) in integrating the steps of the process is not well understood. In part, this is because it is not clear where and how metacognition is implicated in the evidence analysis process nor how these skills might be taught. The purposes of this paper are to (a) suggest a model for identifying critical thinking and metacognitive skills in evidence analysis instruction grounded in current educational theory and research and (b) demonstrate how freely available systematic review/meta-analysis tools can be used to focus on higher-order metacognitive skills, while providing a framework for addressing common student weaknesses. The final goal of this paper is to provide an instructional framework that can generate critique and elaboration while providing the conceptual basis and rationale for future research agendas on this topic. BioMed Central 2015-08-21 /pmc/articles/PMC4546034/ /pubmed/26293452 http://dx.doi.org/10.1186/s13643-015-0101-8 Text en © Parrott and Rubinstein. 2015 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Commentary Parrott, J. Scott Rubinstein, Matthew L. Metacognition and evidence analysis instruction: an educational framework and practical experience |
title | Metacognition and evidence analysis instruction: an educational framework and practical experience |
title_full | Metacognition and evidence analysis instruction: an educational framework and practical experience |
title_fullStr | Metacognition and evidence analysis instruction: an educational framework and practical experience |
title_full_unstemmed | Metacognition and evidence analysis instruction: an educational framework and practical experience |
title_short | Metacognition and evidence analysis instruction: an educational framework and practical experience |
title_sort | metacognition and evidence analysis instruction: an educational framework and practical experience |
topic | Commentary |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4546034/ https://www.ncbi.nlm.nih.gov/pubmed/26293452 http://dx.doi.org/10.1186/s13643-015-0101-8 |
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