Promoting Reflection and Metacognition with Knowledge-Building Approaches

Abstract

In the initial stage of creative arts, the outcomes were primarily concentrated on tangible artworks or products. Nowadays, despite that, creative artists control the organising and structuring of problems through interactive communication, service, artworks and design. Some of these problems in the creative arts field involve complex social, cultural as well as political issues. As a result, creative artists were expected as applied behavioural scientists. The undergraduate creative arts students, those who are creative artists in the future, were disappointingly undereducated for their careers. Creative arts students often neglect to recognise the complexity of their tasks and connect them with the knowledge they already obtained. Some of them claimed that they could find novel solutions through different viewpoints. However, some solutions they suggested are seldom or unable to be implemented. The different viewpoints of the Creative arts students can provide insightful results. Yet, they often lack the requisite understanding that their viewpoints have to be built on a knowledgeable foundation. Some scholars discussed various teaching, and learning approaches including the application of computer-assisted learning, problem-based learning and inquiry-based learning for exploring applicable methods, especially for the creative arts field. However, they were still not yet able to propose practical tools for training Creative arts students to interlock the complexity of individual and social behaviours under the influence of technical and social development. Hence, there is a need to explore a scientific method in creative arts education.

Students had to focus on understanding why a particular phenomenon is happening, they began by compiling observations and then asking questions about their observations. Eventually, with enough evidence to support a particular hypothesis, students can understand how a hypothesis can be promoted into a theory for solving problems. They would apply their understanding of a phenomenon to understand a practical, physical problem because of the real-world nature of the problem those students need to solve. At the same time, the discussion of creative art education on problem-solving (in terms of creativity) became one of the important considerations for engaging students with open-ended assignments that involved informal contexts. Instead of asking students to search randomly for idea generation or apply the trial-and-error methods, teaching students methods and strategies for inventive design and problem-solving were suggested. Within the teaching and learning process, metacognition leads students to be aware of and control their thinking, for instance, the methods of setting their learning goals, applying prior knowledge and choosing problem-solving strategies intentionally. It works with self-regulatory behaviour and responds to the motivation of students for handling assignments and internal satisfaction in a task. It was found that self-regulatory behaviour can contribute more to creativity. It shapes the self-efficacy belief of students to handle a highly demanded assignment in similar tasks. For enhancing the awareness of self-reflection, a knowledge Forum would be a potential computer-assisted tool. This is a preliminary experiment that will be conducted to explore how to enhance students’ reflection and collective evaluation by using tools to promote their creative learning process in knowledge building.

Aims

The goal of this study is to examine how creative arts students can engage in knowledge building. Focusing on reflective assessment using tools, they will be developing knowledge building, art and design knowledge/skills, and reflection skills.

Objectives

• To investigate how to enhance undergraduate creative arts students’ knowledge building, metacognition, and self-evaluation through reflective assessment in their creative learning process.
• To understand how to scaffold undergraduate creative arts students to make decisions for creative work.
• To scrutinise how undergraduate creative arts students, apply assessment and analytic tools in the creative learning process and knowledge building.

Deliverables

Knowledge Building and Collaborative Learning in Design Studies.
HO, A. G. (In Press, 2024). The International Journal of Design Education, 19(2), ??-??. [Q2, SJR 2023, 0.13]
http://doi.org/10.18848/2325-128X/CGP

Application of Scaffolds in the Computer-Supported Intentional Learning Environment.
HO, A. G. (2022). In: Nazir S (eds) Training, Education, and Learning Sciences. AHFE (2022) International Conference. AHFE Open Access, vol 59. AHFE International, USA.
http://doi.org/10.54941/ahfe1002376

Application of Assessment-Analytic Knowledge Building Tools in Collaborative Creative Studies.
HO, A. G. (2021). In: Nazir S., Ahram T. Z., Karwowski W. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2021. Lecture Notes in Networks and Systems, vol 269. Springer, Cham.
https://doi.org/10.1007/978-3-030-80000–0_11