Parrott J Scott, Rubinstein Matthew L
Department of Interdisciplinary Studies, Rutgers, The State University of New Jersey, 65 Bergen Street, Room 353A, Newark, NJ, 07107, USA.
Syst Rev. 2015 Aug 21;4:112. doi: 10.1186/s13643-015-0101-8.
The role of metacognitive skills in the evidence analysis process has received little attention in the research literature. While the steps of the evidence analysis process are well defined, the role of higher-level cognitive operations (metacognitive strategies) in integrating the steps of the process is not well understood. In part, this is because it is not clear where and how metacognition is implicated in the evidence analysis process nor how these skills might be taught. The purposes of this paper are to (a) suggest a model for identifying critical thinking and metacognitive skills in evidence analysis instruction grounded in current educational theory and research and (b) demonstrate how freely available systematic review/meta-analysis tools can be used to focus on higher-order metacognitive skills, while providing a framework for addressing common student weaknesses. The final goal of this paper is to provide an instructional framework that can generate critique and elaboration while providing the conceptual basis and rationale for future research agendas on this topic.
元认知技能在证据分析过程中的作用在研究文献中很少受到关注。虽然证据分析过程的步骤已得到明确界定，但高级认知操作（元认知策略）在整合该过程步骤中的作用尚未得到充分理解。部分原因在于，尚不清楚元认知在证据分析过程中的作用位置及方式，也不清楚这些技能该如何传授。本文的目的在于：（a）基于当前教育理论和研究，提出一个用于识别证据分析教学中批判性思维和元认知技能的模型；（b）展示如何使用免费的系统评价/荟萃分析工具来聚焦高阶元认知技能，同时提供一个解决学生常见弱点的框架。本文的最终目标是提供一个教学框架，既能引发批判和阐述，又能为该主题未来的研究议程提供概念基础和理论依据。
