Metacognitive Development as a Shift in Approach to Learning: An in-depth study

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Abstract
In this article it is argued that metacognitive development can be viewed as a shift in the approach to learning used by a student. This theoretical position is used to investigate the metacognitive development of a group of students on a course which was aiming to develop deep approaches and conceptual understanding. Considerable diversity was found in the approaches used by students, and also in the degrees to which those not initially using a conceptual (deep) approach were able to develop this approach. In those students initially using an algorithmic approach, one was able to make this transition fairly early on in the course, while others changed to different degrees at later stages. The students using information-based approaches did not display any appreciable metacognitive development during this course. The study confirms that the promotion of metacognitive development (i.e. the use of deep approaches) is not easily achieved, and suggests certain aspects of the course environment that are either supportive of or detrimental to metacognitive development.