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Metaskills for Inquiry in higher education Hanni Muukkonen Minna Lakkala Centre for Research on Networked Learning and Knowledge Building Dept. Psychology, University of Helsinki http://www.helsinki.fi/science/networkedlearning Development of expertise Ability to develop content-specific knowledge and apply it in situations often co-evolves with the development of general thinking skills and metacognitive strategies (Davidson Sternberg, 1998). Even if learners’ expertise is bound to a specific field of inquiry, there are many skills and competencies, which are generalizable and provide intellectual resources for managing new problem-solving situations. Prior courses: practices of metalevel evaluation that went beyond individual metacognition in the sense that students were not only monitoring and reflecting on their own advancement, but also looking after a collective advancement simultaneously (Muukkonen, Lakkala, Hakkarainen, 2005). Muukkonen, H., Lakkala, M. Hakkarainen, K. (2005). Technology-mediation and tutoring: how do they shape progressive inquiry discourse? Journal of the Learning Sciences, 14, 527-565. Conceptualizations to build on Self-regulative and metacognitive skills (cf., Boekaerts, Zeidner Pintrich, 1999; Hofer, 2004;Pintrich, Wolters, Baxter, 2000) Social metacognition (Jost, Kruglanski, Nelson, 1998; Salomon Perkins, 1998; Salonen, Vauras, Efklides, 2005). Reflective and critical thinking skills (King Kitchener, 1994; D. Kuhn, 1991) Academic literacy in reading and writing (e.g., Geisler, 1994; Wineburg, 1991) Skills of collaboration and interaction (Brown Campione, 1994) Knowledge building and Epistemic agency (Bereiter, 2002; Scardamalia Bereiter, 1994; 2003). Knowledge-creation metaphor of learning: Sustained work to advance and elaborate ideas across situations and contexts (Paavola, Lipponen, Hakkarainen, 2004). Three metaphors of learning and expertise (Paavola et al. 2004; Hakkarainen et al. 2004; Sfard 1998) Ai