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Towards Realizing Twenty-First Century Skills: Deliberate Scaffolding of Metacognition in Instruction

Towards Realizing Twenty-First Century Skills: Deliberate Scaffolding of Metacognition in Instruction

Geraldine Torrisi-Steele
Copyright: © 2020 |Pages: 19
ISBN13: 9781522592792|ISBN10: 1522592792|EISBN13: 9781522592808
DOI: 10.4018/978-1-5225-9279-2.ch059
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MLA

Torrisi-Steele, Geraldine. "Towards Realizing Twenty-First Century Skills: Deliberate Scaffolding of Metacognition in Instruction." Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2020, pp. 1243-1261. https://doi.org/10.4018/978-1-5225-9279-2.ch059

APA

Torrisi-Steele, G. (2020). Towards Realizing Twenty-First Century Skills: Deliberate Scaffolding of Metacognition in Instruction. In I. Management Association (Ed.), Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 1243-1261). IGI Global. https://doi.org/10.4018/978-1-5225-9279-2.ch059

Chicago

Torrisi-Steele, Geraldine. "Towards Realizing Twenty-First Century Skills: Deliberate Scaffolding of Metacognition in Instruction." In Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1243-1261. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9279-2.ch059

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Abstract

Metacognitive capabilities are the core of the “soft skills” we have come to know as twenty-first century skills. However, there is good evidence, both empirical and anecdotal, that metacognitive capabilities are not well developed even in university graduates. Given the recognition of the necessity of such skills in enabling full participation of individuals in modern society, and in enabling humankind as a whole to continue to move forward in positive ways, the need to better nurture the development of metacognitive capabilities is pressing. The massification of education and the widening participation of people in higher education means that formal education can more greatly influence and shape people's learning capabilities. Given appropriate instructional design of experiences, education has thus great potential for setting people up to continue effective learning throughout their lifespan. Developing metacognition requires designing instructional experiences targeting not only discipline requirements but also deliberately scaffolding the development of metacognitive capabilities as an integral component of the discipline.

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