This thesis explores the way a skilled teacher developed and implemented my idea that metacognition could be applied to affect as well as cognition in values education. This idea suggests that teachers can help primary school students to understand the role that affect has played in the development of their values through socialization, and that through this understanding the students may develop a greater capacity to question and develop their values in the future. I call this teaching idea the metacognitive-affective approach to values education. / The review of the literature explores a range of theory, research findings and practical teaching ideas. It looks at the psychological, social psychological, sociological, philosophical, and educational, literature to establish links between affect and cognition in the development and education of values. It also looks at literature on metacognition to establish ways in which metacognition could be focussed on affect and values. / The teacher developed her own understanding of my original idea, and developed, implemented, and evaluated, a teaching intervention based on her interpretation of the idea in a history unit of study over a ten week period with her grade six class. Data were derived from: (i) interviews with the teacher about her understanding of the idea, the concepts, and the issues, before, during and after the implementation; (ii) observations of the teacher’s implementation of the approach in the unit of study, and (iii) the teacher’s written reflections. / The research was an action research-oriented, evaluative case-study using an interpretive, naturalistic approach based on the constructivist paradigm. It employed a hermeneutic philosophical stance that emphasises the way prior understandings and prejudices shape the interpretive process. / The results of the research showed the metacognitive-affective approach to have potential, but, as there was insufficient time to fully implement it, there are still major questions about ways of implementing it, about its practicality, and about how to involve other teachers in trialing it. A conceptual framework for the approach was developed and the thesis concludes with the suggestion that other teachers be recruited to an action-research program to further trial and develop the approach using my framework as a starting point to confirm the value of the approach for practical classroom teaching.
| Identifer | oai:union.ndltd.org:ADTP/245554 |
| Creators | Johnson, Philip Gregory |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Terms and Conditions: Copyright in works deposited in the University of Melbourne Eprints Repository (UMER) is retained by the copyright owner. The work may not be altered without permission from the copyright owner. Readers may only, download, print, and save electronic copies of whole works for their own personal non-commercial use. Any use that exceeds these limits requires permission from the copyright owner. Attribution is essential when quoting or paraphrasing from these works., Open Access |
Page generated in 0.0018 seconds