Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30045
Appears in Collections:Psychology eTheses
Title: Exploring Metacognition in Primary School Classrooms
Author(s): Branigan, Heather Elizabeth
Supervisor(s): Donaldson, David
Keywords: metacognition
classroom
development
pedagogy
qualitative
agency
Issue Date: Apr-2019
Publisher: University of Stirling
Abstract: This thesis investigates the phenomenon of metacognition within primary school classrooms. The value of metacognition for academic performance has been demonstrated extensively in research, leading to the belief that metacognition is powerful for achieving educational success. Whilst the vast body of evidence is compelling, there are fundamental gaps in understanding about how the construct of metacognition relates to the ways students think about and manage their own thinking in classrooms. Seeking to characterise metacognition, this project formed three distinct yet related studies. Metacognition was investigated through observations of everyday classroom tasks, specific ‘metacognitive’ tasks (Structured Thinking Activities), and teacher interviews. Data were analysed using a distinctive thematic approach firmly grounded in practice, but clearly guided by psychological theory. Analysis revealed that metacognition is practiced in primary school classrooms, although not always in ways suggested by psychological theory. Metacognition was conceptualised as elements of knowledge and regulation employed before, during and after tasks in an iterative fashion, with a critical role of interaction in constructing metacognition. The re-conceptualisation of metacognition within the applied context of primary school classrooms makes an original contribution to psychological and educational fields; emphasising the iterative and relational nature of metacognition in the applied educational context. Given the identified critical role of teachers for facilitating metacognition through interaction, interviews revealed a surprising lack of explicit knowledge of the term by teachers. A critical factor in the adoption of metacognitive approaches was the perceived changing tide of restrictive ‘top-down’ policy, leading to a diminishing sense of agency. A novel ecological approach explains why there may be limited impact of metacognition research into the classroom, producing recommendations relating to future directions of university-based and classroom-based research.
Type: Thesis or Dissertation
URI: http://hdl.handle.net/1893/30045

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