Using Metacognition in Intellectual Property Law Teaching

Azam, Monirul

Abstract

Metacognition entails a critical understanding regarding the self-evaluation of thinking and learning. The tasks that law students undertake require both cognitive and metacognitive strategies. It is argued that, in the absence of metacognition, people may be unaware of their own incompetence. Without proper understanding of complex intellectual property (IP) Law issues, it can be difficult to attain competence in a way that serves the global nature of IP disputes, effective communication with clients and proper knowledge of subject matter from the perspectives of different jurisdictions. This article evaluates how IP Law teaching might become more effective at integrating metacognition strategies with teaching and learning activities.

Keyword(s)

Metacognition; Legal Education; IP issues; IP Law Course; Teaching Methods

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