ERIC Number: ED390524
Record Type: RIE
Publication Date: 1994-Nov
Reference Count: N/A
Personal Meaning in Learning: Perspectives That Influence the Discovery of Personal Meaning: A Symposium.
Dharmadasa, Kiri H.
This paper examined the connection between learners' metacognitive processes and their construction of personal meanings. Some concepts of the metacognitive processes such as strategy selection, planning, progress monitoring, and evaluation are reviewed. Noting that in spite of a lack of research literature in direct relation to the specific area discussed, references in the research literature indicate that the two concepts of personal meaning and metacognitive processes seem to interact with each other in varying degrees and appear to be interrelated. This literature review revealed a number of important implications for education. One important area is the need to create an environment or to provide necessary orientation for learners to realize the need and their responsibility for whatever they learn. Goals of learning must be extended to include growth or change in student feelings, attitudes, beliefs, understanding values, hopes and aspirations, and these goals must be made known to teachers, students, and parents. Six approaches to teaching metacognitive strategies to learners suggested are: (1) discovery learning; (2) observational learning; (3) guided participation; (4) strategy instruction; (5) direct explanation; and (6) dyadic instruction. The close relations of the affective domain, learning, and personal meanings offer many opportunities for future research. Contains 92 references. (WP)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Affective Domain; Relevance (Personal)
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Nashville, TN, November 9-11, 1994).