Metakognitiivinen näkökulma tuotekehityksen opetuksessa

Abstract

The subject of the research is the learning of metacognitive skills in the university’s course, which is part of the basic studies of product development. The article examines teaching and learning practices that support the development of metacognitive. The course learning objective is for students to understand, based on the design context and challenge, which design methods are worth using. The research task in this case study was to explore the didactic choices for practicing metacognitive skills. The research data (327 answers) were analysed using content analysis. The results show that the didactic choices support students’ self-direction and self-evaluation. The use of more demanding and multiple methods in different design situations helped to develop better deliverables. The form of teaching does not seem to have a negative effect on students’ perceived competence level.