How metacognition and (reading) strategies develop according to Vygotsky
The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky...
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University of Gdańsk
2018-09-01
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| Series: | Problemy Wczesnej Edukacji |
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| Online Access: | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/1994 |
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| author | Thor Ola Engen |
| author_facet | Thor Ola Engen |
| author_sort | Thor Ola Engen |
| collection | DOAJ |
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The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mainstream researchers. For example, an influential study like PIRLS, contradictory to Vygotsky’s hypothesis, assumes that students already at the end of the elementary stage apply metacognitive skills – included reading strategies – in order to construct meaning in reading.
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| format | Article |
| id | doaj-art-fe021bbfaaa84b6992ece583d2081d53 |
| institution | Kabale University |
| issn | 1734-1582 2451-2230 |
| language | English |
| publishDate | 2018-09-01 |
| publisher | University of Gdańsk |
| record_format | Article |
| series | Problemy Wczesnej Edukacji |
| spelling | doaj-art-fe021bbfaaa84b6992ece583d2081d532025-02-11T11:18:28ZengUniversity of GdańskProblemy Wczesnej Edukacji1734-15822451-22302018-09-0142310.26881/pwe.2018.42.04How metacognition and (reading) strategies develop according to VygotskyThor Ola Engen0Inland Norway University of Applied Sciences The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mainstream researchers. For example, an influential study like PIRLS, contradictory to Vygotsky’s hypothesis, assumes that students already at the end of the elementary stage apply metacognitive skills – included reading strategies – in order to construct meaning in reading. https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/1994metacognitionreading strategieslearning strategiesscientific conceptsVygotsky |
| spellingShingle | Thor Ola Engen How metacognition and (reading) strategies develop according to Vygotsky Problemy Wczesnej Edukacji metacognition reading strategies learning strategies scientific concepts Vygotsky |
| title | How metacognition and (reading) strategies develop according to Vygotsky |
| title_full | How metacognition and (reading) strategies develop according to Vygotsky |
| title_fullStr | How metacognition and (reading) strategies develop according to Vygotsky |
| title_full_unstemmed | How metacognition and (reading) strategies develop according to Vygotsky |
| title_short | How metacognition and (reading) strategies develop according to Vygotsky |
| title_sort | how metacognition and reading strategies develop according to vygotsky |
| topic | metacognition reading strategies learning strategies scientific concepts Vygotsky |
| url | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/1994 |
| work_keys_str_mv | AT thorolaengen howmetacognitionandreadingstrategiesdevelopaccordingtovygotsky |