Michiko Kayashima

Towards Shared Understanding of Metacognitive Skill and Facilitating Its Development

Our research objective is to organize existing learning strategies and systems to support the development of learners’ metacognitive skill. It is difficult to organize them because the term metacognition itself is mysterious and ambiguous. In order to achieve the objective, we first organize activities in cognitive skill and metacognitive skill. It enables us to reveal what activity existing learning strategies and systems support as metacognitive skill or what activity they do not support. Next, we simplify existing learning strategies and systems by ontology. It helps us to understand what of learning strategies and support systems is respectively different, and what of them is respectively similar. It will contribute to a part of an instructional design process.

Problem-solution process by means of a hierarchical metacognitive model

We propose a Metacognitive Model devoted to problem-solving. It stimulates abstraction, modification, and instantiation metacognitive activities. Our model holds a hierarchical structure, a learning paradigm, and a workflow to skills acquisition. Such a model is a reference for problem-solving processes.

A new framework of metacognition with abstraction/instantiation operations

While there is acknowledgement of the importance of metacognition in education, some researchers indicate that the domain of metacognition lacks coherence In order to overcome this issue, it is necessary that each researcher explains his own approach by using his own or other peoples framework of metacognition We propose a new framework for metacognition which explains what types of metacognition-driven learning occur so to enable regulation of cognitive activities With this framework, it becomes possible not only to identify what types of metacognitive activity a computer system supports but also to propose new functions that support the various types of metacognitive activities.