Abstract
The paper presents how a metacognitive approach was implemented in an NPDE course to encourage reflective learning and to share insights on assessment and evaluation, particularly in a reflective environment. Qualitative descriptive research was deemed appropriate for this study. Data was collected by means of “reflection note books”, group reflections, and evaluation forms, from a purposive sample of NPDE students. There was a specific activity which guided the type of relevant data for the purpose of the study. Quantitative and qualitative data analysis was employed. The study informs us that NPDE students seem to be struggling to monitor their own understanding and to be aware of their thinking. In addition, very few of them can construct new information on their own. Respondents found reflection uncomfortable where it requires specifying their weaknesses and comfortable where it requires strengths. Respondents found it is easier to practice reflection in an environment where there is support from the lecturer and classmates. Finally, respondents have mixed feelings about being exposed to the reflective approach. The findings are pointers that to the notion that respondents need to be supported in order to develop their capacity of reflect and to “think” about their “thinking” before they complete their professional studies. DOI: 10.5901/mjss.2014.v5n15p289
Highlights
The training, supporting and the developing professionals is the business of Higher Education institutions
Leamnson reveals that lack of the provision of Metacognitive instruction will result in freshmen depending on the use of the basic skills taught at middle school and high school level
Students were given an opportunity to share their reflections as groups
Summary
The training, supporting and the developing professionals is the business of Higher Education institutions. There has been a growth in student support at almost all universities in South Africa, for first year students who hail from the General education Band. Other problems include the that fact these students are product of a high pupil- teacher ratio, inadequately trained teachers, lower qualifications, [ no qualifications] among Black teachers ( Hartman1989; Holtman and McKenzie 1994) and the socio-economic and political dispensation ( Adams 2006). Research reveals that first year college or university freshmen are on average unaware of their metacognitive strengths and strategies (Matanzo and Harris 1999) because the high school environment usually relies on approaches that foster surface learning. Leamnson reveals that lack of the provision of Metacognitive instruction will result in freshmen depending on the use of the basic skills taught at middle school and high school level
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