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This paper makes the case that a theory of how one learns in the workplace is incomplete without attention to the metacognitive functions of routines. Results of a program of research on cooperative education and work-based learning suggest that working knowledge is qualitatively different from the knowledge of school, being action knowledge, and more procedural. The paper reviews the research literature relevant to workplace knowledge and learning, metacognition, and routines. Data from research projects focusing on routines are also reviewed. The first studies were detailed ethnographic studies of high school students in co-op education workplace settings, and the second set of studies included observations and interviews in widely differing work settings. These studies were the foundation of the instructional theory of the metacognitive functions of routines. The paper concludes by showing how an instructional theory based on the metacognitive functions of routines is consistent with current research on workplace knowledge and learning. (Contains 75 references.) (SLD)

Descriptors: Cooperative Learning, Learning, Learning Theories, Metacognition











Autor: Munby, Hugh; Versnel, Joan; Hutchinson, Nancy L.; Chin, Peter; Berg, Derek H.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6695&id=ED463298







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