Metacognition, A Basic Skill: Redefining Basic Skills for the Next Century
Dr. David Holman, Amaney Saleh, Deborah Goodwin.
Based upon prior work of the authors in which a new set of ‘basic skills’ was posited as necessary to replace traditional views of basic skills, this paper explicates the role of Metacognition as a new basic skill. From the perspective of constructivist theory and critical theory, the authors then critique the potential implementation of metacognitive strategies into traditional educational structures. Arguably, while constructivist theory tends to support the introduction of metacognitive strategies, power structures and cultural inertia, in combination with economic interests, tend to be aligned against such changes. The interplay of these issues can be seen in the current emphasis upon science and mathematics instruction in the United States. Studies have documented the lack of higher-level thinking and the almost total emphasis upon procedural processes. And, while powerful teaching strategies and substantive curricular designs exist to foster higher levels of student outcomes, they tend not be implemented; nor does the evidence indicate these strategies and designs are being incorporated into public education at any substantive rate. Empowering students through metacognitive strategies may contribute to their ability to monitor their own learning and to some degree project their own learning path. Such a shift in public education processes are likely to be difficult and receive little support.
Dr. David Holman (United States)
Center for Excellence in Education
Arkansas State University
Amaney Saleh (United States)
Deborah Goodwin (United States)
(Virtual Presentation, English)