Метакогниция и процесс обучения: использование протокола «думай вслух» для понимания процессов рефлексии учеников и их учителя в ситуации решения проблемы

Введение. В настоящее время процесс преподавания становится все более сложным. Многочисленные области науки в настоящее время помогают понять эту сложность, позволяя преподавателям поддерживать учащихся на протяжении всего их учебного пути.

Цель. Основной целью данного исследования является определение когнитивного и метакогнитивного процессов мышления студентов и их преподавателей во время решения проблем.

Методология, методы и методики. Авторы использовали протокол «думай вслух», в котором студентов (12 участников одного уровня) просили вербализовать свои мысли во время учебной деятельности  (математическое  упражнение  и  письменная  работа).  То  же  самое  касается  и  их учителей (9 участников с разным стажем работы), которые должны были выразить словами свою профессиональную  практику  во  время  педагогического  вмешательства.  Следует  отметить,  что данный подход является исключительно качественным, следуя подходу Эриксона и Саймона – от этапа сбора данных до системы кодирования и обработки этих данных.

Результаты и научная новизна. Результаты показали, что половина студентов хорошо решила то, что было задано в ситуации решения проблемы, в отличие от других участников, которые обнаружили особые трудности в каждом типе предложенной ситуации (в математике и в письменной работе). Что касается учителей, то их вербализация направлена на три аспекта с определенной степенью доминирования для каждого учителя. Авторы считают, что их исследование является первым шагом к новому подходу к оценке акта обучения, который включает как учителя, так и учащихся одновременно.

Практическая  значимость.  Полученные  результаты  могут  быть  использованы  педагогами для лучшего понимания того, как их ученики думают, с одной стороны, и развития их профессиональной практики, с другой.

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