Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Metacognition and Learning Pub Date : 2024-08-05 DOI:10.1007/s11409-024-09394-x

Gastón Pérez, Leonardo González Galli

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Abstract

Developing metacognition in students is essential for fostering critical thinking in school. One of the skills necessary to achieve this goal is the cultivation of metacognitive vigilance—a potential means to regulate some ways of thinking held by individuals. Of particular importance is essentialism, as it underlies discourses such as racism and also hinders the comprehension of various biological models. In this paper, we aim to characterize the metacognitive regulations on essentialism made by high school students from Buenos Aires, Argentina. This exploration occurred within the context of a didactic sequence on the relationship between biology and human races, designed to promote metacognitive vigilance. Employing a qualitative approach, various types of metacognitive reflections were identified. These reflections reveal that some of the students consciously identified instances of essentialism in their daily lives, assessed its legitimacy, and constructed alternative explanations by drawing from biological models. These findings underscore the importance of nurturing metacognition as a means to deconstruct hegemonic and common-sense discourses, including those rooted in racism.

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在学习生物学与人类关系的过程中对本质论的元认知反思

培养学生的元认知对于在学校中培养批判性思维至关重要。实现这一目标的必要技能之一是培养元认知的警觉性--这是调节个人持有的某些思维方式的潜在手段。其中尤为重要的是本质主义，因为它是种族主义等言论的基础，也阻碍了对各种生物模型的理解。在本文中，我们旨在描述阿根廷布宜诺斯艾利斯高中生对本质主义的元认知调节。这一探讨是在生物学与人种关系的教学序列中进行的，旨在提高元认知的警惕性。采用定性方法，确定了元认知反思的各种类型。这些反思表明，一些学生在日常生活中有意识地识别本质主义的实例，评估其合理性，并通过借鉴生物学模型构建替代解释。这些发现强调了培养元认知作为解构霸权和常识性话语（包括根植于种族主义的话语）的一种手段的重要性。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.