From Pedagogy to Heutagogy: Leveraging Double-Loop Learning to Foster Metacognition in Secondary Social Science Education in Bangladesh
DOI:
https://doi.org/10.70148/rise.v3i4.2Keywords:
Double loop, Heutagogy, Metacognitive, Social Science, Self-AssessmentAbstract
Double loop learning and heutagogy have an impact on students' critical thinking and self-assessment. There are three methods of learning: heutagogy, andragogy, and pedagogy. Heutagogy goes in the opposite direction and finds answers to questions like why to solve this problem, whereas students currently only find answers to questions like how to solve this problem due to the completion of learning through pedagogical methods. So, learning starts by asking students why they will solve a topic before studying it, and if the teacher teaches a topic in the classroom, the student can begin learning through their own thinking and evaluation. At this stage, the student's metacognition is triggered, allowing him to critically assess the subject and learning strategy, guaranteeing double loop learning. The 2012 Curriculum Framework, an objective-based curriculum, is used to guide students' learning in Bangladesh's present educational system. By motivating students to memorize particular concepts using Bloom's Taxonomy, their learning was completed. Students are consequently unable to improve their own abilities in self-evaluation. Students are not able to become proficient in this subject even when pedagogical approaches are used to teach them how to overcome problems during the learning process. In the context of social science education, this study investigates how to broaden the heuristic learning path by implementing double loop learning and metacognition in the classroom.
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