Abstract

Educational research in metacognition is based predominantly on a positivist paradigm and empirical epistemological assumptions about human cognition and its investigation. Following recent calls for greater methodological diversity, this paper critically examines the possibility of studying metacognition in education through Karen Barad’s (2003, 2007, 2010, 2014) ethico-onto-epistemological framework. In coining the term metacognition(ing), five new propositioning are theorised: (1) metacognition(ing) involves a practice of dynamic material configuration of entanglements in which human cognition takes part; (2) meta is inseparable from everything that occurs, relates and emerges in existence; (3) the self is dispersed in becoming, threaded through its relational performances; (4) the apparatus is not separated from the objects and subjects of investigation, and (5) diffraction could potentially open new ways to investigate metacognition(ing) in complex natural phenomena. The paper concludes with questioning the potential of studying metacognition(ing) in educational research.

摘要

元认知的教育研究主要基于实证主义范式和关于人类认知及其调查的经验认识论假设。在最近呼吁更大的方法论多样性之后，本文通过 Karen Barad（2003、2007、2010、2014）的伦理-本体认识论框架，批判性地研究了在教育中研究元认知的可能性。在创造元认知（ing）一词时，五个新命题被理论化：（1）元认知（ing）涉及人类认知参与的纠缠的动态物质配置的实践；(2) 元与存在中发生、关联和出现的一切事物密不可分；(3) 自我分散于生成中，贯穿于其关系的表现中；(4) 该设备没有与研究对象和对象分离，(5) 衍射可能为研究复杂自然现象中的元认知开辟新的途径。论文最后质疑在教育研究中研究元认知的潜力。