Особливості метакогнітивної усвідомленості у навчальній діяльності студентів

Abstract

The aim of the article was to analyze theory and to research empiricallymetacognitive awareness of students in training. In the article, we have analyzedtheory and diagnosed empirically the levels of metacognitive awareness(involvement in activity) of students in the process of their training at theuniversity.The methods of our research included theoretical analysis of the presentconceptual studies of the phenomenon of metacognitive awareness and empiricalevaluation of its indicators with the use of the questionnaire «MetacognitiveAwareness Inventory» by G. Schraw and R. Dennison (adapted by A. Karpovand I. Skytiaieva). We also used the D. Everson’s questionnaire of metacognitivecharacteristics of personality, and in particular the scale of metacognitiveinvolvement in activity.Results of the research allow us to conclude that in the individual workwith students it is advisable to use the Metacognitive Awareness Inventoryby G. Schraw and R. Dennison, adapted by A. Karpov and I. Skytiaieva, andthe Everson’s questionnaire «Metacognitive Characteristics of a Personality».These methods allow to identify students with either very low or low levels ofmetacognitive awareness, and find out, which metacognitive processes that areimportant for the efficiency level they do not use, but potentially can use.In the article, the results of the theoretical analysis and empirical researchof the issue of metacognitive awareness have been presented. The author hasprovided data on the levels of metacognitive awareness (involvement in activity)of students, among them the average level has significantly prevailed. The dataobtained with the use of the two methods can improve the efficiency of the useof relevant materials in the educational process based on the general analysisresults of the metacognitive element, which students use most often.Conclusions. According to the results of the research, we can conclude thatidentification and analysis of metacognitive awareness of students can be aneffective tool for the pedagogues, which would consider individual characteristicsof students and appropriately build their activity focused at improvement oftheir own metacognitive knowledge and skills. This is important in the contextof the attitude towards students as the subjects of their own cognitive activity.