Meta-cognitive-comics. An exploration of metacognition via metacomics

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dc.contributor Aalto University en
dc.contributor Aalto-yliopisto fi
dc.contributor.advisor Tavin, Kevin
dc.contributor.author Bellido Rengifo, Luis
dc.date.accessioned 2018-05-31T09:13:51Z
dc.date.available 2018-05-31T09:13:51Z
dc.date.issued 2018
dc.identifier.uri https://aaltodoc.aalto.fi/handle/123456789/31359
dc.description.abstract The main aim of this thesis in to investigate how metacognition might be explored via metacomics. For that aim, the study explores the analogous definitions of both concepts using a case study, based on metacognitive experiences that are expressed in a collection of comics and metacomics. These experiences are based on the author of this thesis in the context of studying in a master’s program and living in Finland. The study is motivated by the idea that comics might contribute to education, particularly metacomics contributing to metacognition. The study uses arts-based research (ABR) as the main methodology and comics-based research (CBR) as a subordinate method. The holistic approach of ABR was used to explore evocative and metacognitive experiences, and CBR was used to emphasize the exploration of principles of comics over drawing skills. In this thesis, these methodological approaches are used to focus on a theoretical exploration and not on the validation of the artistic quality of the comics itself. The research process breaks down the definitions of metacognition and metacomics and explores their analogous components, which are awareness and regulation. In the case of metacognition, it achieves a cognitive goal and in the case of metacomics, it connects fiction and reality. In order to explore these two components, the case study was produced using two approaches of metacomics. As a result of the research process, this study suggests a model to explore metacognition via metacomics, this model is called meta-cognitive-comics. The model combines the definitions and components of both, metacognition and metacomics, using a metacognitive model. In addition, the components metacomics regulation and metacomics awareness are proposed. The suggested model consists of a feedback loop of information between metacognition and metacomics. This flow of information is expressed in a comic about a metacognitive experience and a metacomic about the mentioned comic. The purpose of this model is to investigate the research question of: how might metacognition be explored via metacomics? A limitation of this study is that it is based on an individual and autobiographical case study. Nevertheless, in addition to having a strong personal significance, this study might also be relevant to the field of art education and education in general because it suggests a model to explore the possible contribution of metacomics to metacognition. Further research could be undertaken to investigate this suggestion applied in a wider context, such as with a participatory group. en
dc.format.extent 84
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.title Meta-cognitive-comics. An exploration of metacognition via metacomics en
dc.type G2 Pro gradu, diplomityö fi
dc.contributor.school Taiteiden ja suunnittelun korkeakoulu fi
dc.contributor.school School of Arts, Design and Architecture en
dc.contributor.department Department of Art en
dc.contributor.department Taiteen laitos fi
dc.subject.keyword metacognition en
dc.subject.keyword metacomics en
dc.subject.keyword comics en
dc.subject.keyword arts-based research en
dc.subject.keyword comics-based research en
dc.identifier.urn URN:NBN:fi:aalto-201805312789
dc.type.ontasot Master's thesis en
dc.type.ontasot Maisterin opinnäyte fi
dc.contributor.supervisor Tavin, Kevin
dc.programme Nordic Visual Studies and Art Education en
dc.programme NoVA en


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