Metacognitive strategies in programming education and professional activities of programmers. Theoretical overview
DOI:
https://doi.org/10.54359/ps.v18i104.2012Abstract
The article provides a theoretical review of research on programmers’ metacognitive strategies, including an analysis of both classical and contemporary models of self‑regulated learning. The first part examines concepts proposed by John Flavell, who was the first to identify planning, monitoring, and reflection as higher‑order strategies, as well as the classifications proposed by A. Brown, L. Baker, M. Pressley, C. McCormick, and others. Phase‑based and component models developed by B. Zimmerman, P. Pintrich, and A. Efklides are analyzed considering their strengths and methodological limitations. The second part of the review summarizes international and Russian studies describing pedagogical techniques for fostering metacognitive strategies in programming education, their classifications, and their impact on task‑solving performance. In conclusion, a working definition of metacognitive strategies in programming education is proposed, and directions for future research in this area are outlined.
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