Implementing Metacognition Skills for Learners Studying Computer Programming
Jacqui Chetty, Duan van der Westhuizen, University of Johannesburg, South Africa
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper addresses a concern regarding metacognition skills of first year learners studying a computer programming module at a university in South Africa. As the metacognition skills of such learners are poor a metacognitive strategy was developed to improve learners’ metacognitive skills. The strategy included an adaptation of the classroom environment to encourage “thinking about thinking”. It focused on an educational design principle that formed part of an overall pedagogical approach for learners enrolled for a computer programming module. Teaching of metacognition strategies occurred within the classroom and metacognition regulation was deliberated with, and among learners. The outcomes and implications of the strategy are promising.
Chetty, J. & van der Westhuizen, D. (2014). Implementing Metacognition Skills for Learners Studying Computer Programming. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 726-731). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)