Metacognition / Critical Thinking
Metacognition / Critical thinking
We explore cognitive processes, exploring their significance and transformative potential. Our research group is passionate about understanding the multifaceted nature of metacognition and critical thinking. Through empirical studies and collaboration with educators and learners, we aim to generate evidence-based insights and practical recommendations for teachers and students to enhance metacognitive awareness and foster critical thinking skills.
Find out more
Theme Lead/Contact
Dr Rob Wass
Collaborations
Current and Potential Projects
Past/Current Students
Researchers
Research Outputs
Publications
Dr Rob Wass (Theme Lead/Contact)
Dr Rob Wass is a Senior Lecturer in the Higher Education Development Centre at the University of Otago. He currently researches questions related to metacognition, critical thinking and the development of teachers’ pedagogical beliefs. Rob believes that metacognition is an important area of research as metacognition plays a pivotal role in fostering student achievement in higher education. By encouraging students to become aware of their learning strategies, strengths, and areas for improvement, metacognition empowers them to become self-directed learners. This heightened self-awareness enables students to set realistic goals, make informed decisions, and adapt their study techniques accordingly. Moreover, metacognitive skills promote deep understanding, critical thinking, and problem-solving abilities, enhancing overall academic performance.
Dr Tracy Rogers
I am drawn to metacognition because students’ ability to develop their metacognitive regulation and awareness is independent of their general intelligence. Moreover, students can be taught metacognitive skills, and once they have developed effective planning, monitoring, and evaluating skills, they are likely to perform better academically. I am hoping to find the most effective way of teaching students metacognition through our peer learning programmes, specifically through embedding metacognitive skills into PASS.
Metacognition is seldom taught in higher education, and many students lack metacognitive awareness and skills. Therefore, I would like to see staff provided with professional development on how to embed metacognition into their teaching.
Dr Nave Wald
Critical thinking is foundational to higher education but remains conceptually and pedagogically challenging. It has cognitive as well as cultural and political aspects.
My research has focused on the assessment of critical thinking, and on the ways in which higher education researchers provide justifications and rationales for their scholarship.
Critical thinking must remain a key focus of higher education. Students need to be taught how to think critically in their discipline, and develop their attitude towards and practice of thinking critically in all their edeavours.
Collaborations
Past Collabs
Wass, R., Rogers, T., Kim Brown, Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: implications for educators. International Journal for Academic Development (accepted)
Current Projects
Future projets
Contact Rob
Past/Current Student Researchers
Past Students
Current Students
Future students
Contact Rob
Research Outputs
Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: implications for educators. International Journal for Academic Development, pp. 1-14. doi:10.1080/1360144X.2023.2246442
Smith-Han, K., Gallagher, S., Brown, K., Wass, R., Rogers, T., & Tagg, J. (2020). Professional development of educators in metacognition: A real ‘eye-opener’. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 240). Retrieved from https://anzahpe.org
Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 317-328. doi: 10.1080/07294360.2010.489237
Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching In Higher Education, 19(6), pp. 671-684. doi:10.1080/13562517.2014.901958