Provoke learners' awareness of their knowledge gap and prompt frequent knowledge-level evaluation to target the intermediate gap¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article draws an educational implication from its finding that the Not Sure metacognitive state predicts learning: educators should make learners aware of what they do not yet know, and learners should regularly assess their own knowledge levels to locate an intermediate gap. As the authors write, "educators could explicitly provoke learners' awareness of their knowledge gap to boost learning, whereas learners could frequently evaluate their knowledge levels to identify an intermediate gap to maximise learning". This operationalises the region of proximal learning account in classroom practice.

Design Implications¶

Context¶

Requirements¶

• Learners must be able to make metacognitive judgements about their current knowledge state
• Tasks should allow learners to encounter material on the verge of being known

Constraints¶

• Based on an online young-adult sample and a passive question-asking task; the learning benefit was specific to the Not Sure state and independent of curiosity

Target Learners¶

• school and university learners
• adult learners

Target Learning Goals¶

• self-assessment of prior knowledge
• identifying intermediate knowledge gaps
• maximising learning efficiency

Affordances¶

• Knowledge Vs Correctness Confidence Distinction

Related Strategies¶

Examples¶

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Key Sources¶

• Xiaoyun Chen, Katherine E. Twomey, Miranda Hayes, Gert Westermann. (2024). The limits of curiosity? New evidence for the roles of metacognitive abilities and curiosity in learning. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09407-9