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PICTURING METACOGNITION. THE ROLE OF PHOTOVOICE IN STIMULATING METACOGNITIVE TALK AND REFLECTION
Abstract
The paper aims to present and discuss the results of a research study conducted to investigate the role of the narrative photovoice in stimulating metacognitive talk and reflection. A longitudinal design was preferred to conduct the study. A number of 35 subjects were selected to participate in the study, but 11 of them left earlier the project. In the first phase, all the subjects completed the COMEGAN-ro questionnaire to assess the initial level of metacognition. In the second phase of the research, the participants took part in a series of training sessions to discuss the photovoice methodology. During two academic semesters, the subjects took pictures of them in various learning situations regarding a certain subject matter. Taking pictures alternated with photo-elicitation sessions, where students discussed and reflected on their learning behaviors. In the third phase, the participants were invited to complete the COMEGAN-ro questionnaire to reassess the metacognitive level. The research revealed that narrative photovoice stimulates metacognitive knowledge and skillfulness. This study provides evidence that narrative photovoice is a promising pedagogical tool to increase the capacity of reflection and to strength the self-regulated learning competency.
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