Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course

Dang, Nathan V.; Chiang, Jacob C.; Brown, Heather; McDonald, Kelly

doi:10.1128/jmbe.v19i1.1324

Cited by 37 publications

(40 citation statements)

References 16 publications

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“…Research investigating student calibration and its effect on science classroom performance has shown that the lowest-performing students in introductory biology and chemistry courses were most likely to overestimate their specific content knowledge, exam performance, overall grades, and perceived class rank, while the highest-performing students tended to underestimate themselves in these areas (Jensen and Moore, 2008; Bell and Volckmann, 2011; Ziegler and Montplaisir, 2014; Siegesmund, 2016; Dang et al. , 2018).…”

Section: Introductionmentioning

confidence: 99%

Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course

Osterhage

Usher

Douin

et al. 2019

LSE

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Accurate self-evaluation is critical for learning. Calibration describes the relationship between learners’ perception of their performance and their actual performance on a task. Here, we describe two studies aimed at assessing and improving student calibration in a first-semester introductory biology course at a 4-year public institution. Study 1 investigated students’ ( n = 310) calibration (the difference between estimated and actual exam performance) across one semester. Students were significantly miscalibrated for the first exam: their predicted scores were, on average, significantly higher than their actual scores. The lowest-performing students had the most inaccurate estimates. Calibration improved with each exam. By the final exam, students underestimated their scores. We initiated a second study in the following semester to examine whether explicitly teaching students about self-evaluation strategies would improve their calibration and performance. Instruction in the experimental section ( n = 290) focused on students’ tendency to overestimate their abilities and provided retrieval-practice opportunities. Students in the experimental section showed better calibration and performance on the first exam compared with students in a control section taught by a different instructor during the same semester ( n = 251). These findings suggest that simple instructional strategies can increase students’ metacognitive awareness and improve their performance.

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Section: Introductionmentioning

confidence: 99%

Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course

Osterhage

Usher

Douin

et al. 2019

LSE

View full text Add to dashboard Cite

show abstract

“…This understanding is important for understanding the learning material in the next meeting, so that the questions raised become more qualified. Finally, evaluating activity through posing questions to oneself and related to the content of the learning material familiarizes the pre-service teachers to make evaluative questions (Chin & Brown, 2002;Dang et al 2018). Therefore, it is normal to find many types of questions that require a high level of thinking in the QASEE class.…”

Section: Question Types Based On Cognitive Process Dimensionmentioning

confidence: 99%

“…Furthermore, the extending activity, where there is a transfer of knowledge owned into a new context, also requires the involvement of metacognitive activities, such as planning, monitoring, and evaluating (Ramocki, 2007). Finally, the evaluating activity which is packaged in the form of selfreflection on learning experiences is reported as an important component in encouraging the improvement of metacognition (Dang et al 2018;Duman & Semerci, 2019;Zhang & Patrick, 2012). Therefore, it is normal that many reflective QM questions are found in the QASEE class because its syntax is built on the elements of metacognition.…”

Section: Types Of Questions Based On Knowledge Dimensionsmentioning

confidence: 99%

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Saputri¹,

Corebima²,

Susilo³

et al. 2020

Journal for the Education of Gifted Young Scientists

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This research aims at analyzing the question types posed by pre-service teachers at the implementation of QASEE (Questioning, Answering, Sharing, Extending and Evaluating) learning and its comparison with RQA (Reading, Questioning, and Answering) learning and conventional learning. 107 pre-service teachers participated in this qualitative and quantitative research. The data of questions raised during the learning activities were collected using observation sheets. The collected questions were analyzed related to the content and were classified based on the revised version of Bloom's taxonomy. The results were then analyzed descriptively. Based on the cognitive process dimensions, in the QASEE class, the most common question type found is the Q2 questions (59.34%) and only few Q1 questions (2.75%) are found; in the RQA class, the most common question type is the Q2 questions (67.22%) and only a small number of Q1 types (2.79%) are found, while in the conventional class, the Q1 and Q2 questions are found in the same frequency (32.35%). Based on the knowledge dimension, in the QASEE class, the most question type found is the QC questions (86.64%) and only few QF questions are found (1.75%); in the RQA class, the most question type found is the QC questions (83.94%) and only few QF questions (5.57%) are found, while in the conventional class, the frequencies of the QF and the QC questions are 32.35% and 44.12% respectively. Based on the cross-section dimension, in the QASEE class, the most question type found is the classify questions (57.60%) and only few list questions (0.42%) are found. In the RQA, the classify questions (63.40%) are also the most question type found and only few list questions (1.86%) were found, while in the conventional class, the most question type found are the list questions (32.35%), and the classify questions (32.35%). The QASEE learning has the most potential in encouraging pre-service teachers to produce better questions, because it has the highest frequency of HOT (Higher Order Thinking) and QM questions as well as the lowest frequency of list question, compared to the RQA and conventional learning.

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“…Intentional incorporation of learning strategies that promote metacognition (Cook, Kennedy, & McGuire, 2013;Dang, Chiang, Brown, & McDonald, 2018;Mynlieff, Manogaran, St Maurice, & Eddinger, 2014) and study skills (Sebesta & Speth, 2017) have been shown to improve learning for many students in science courses; and some strategies, such as an increase in course structure, have been found to close the achievement gap for black students and firstgeneration students (Eddy & Hogan, 2014).…”

Section: Evidence-based Educational Practicesmentioning

confidence: 99%

Probing the National Geoscience Faculty Survey for reported use of practices that support inclusive learning environments in undergraduate courses

Beane

McNeal

Macdonald

2019

Journal of Geoscience Education

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What is the extent to which college and university geoscience faculty report using education practices that contribute to more inclusive learning environments and engage a diverse population of students? In the 2016 National Geoscience Faculty Survey, faculty answered questions about their practices in a specific introductory or major course they had taught in the previous two years, and about how they share and learn about the content and methods used in their teaching. Based on factor analysis, 22 of the survey questions divided into four categories associated with inclusive teaching practices: geoscientist representations, curricular choices, learning strategies, and career pathways. The self-reported use of practices across these four categories varies greatly, with some used by as many as 71% of faculty respondents whereas others by only 8%. These data provide new information on the current state of teaching practices in the geosciences with regard to inclusive practices, and establish a baseline to which responses from future surveys may be compared. Univariate general modeling combined with ANOVA tests on the responses to the questions shows that education practices differ based on variables such as teaching style, communication with colleagues, years of teaching experience, faculty type, institution type, class size, and course type (introductory or major). These differences suggest opportunities for focused geoscience faculty development around education practices that support the success of a diverse population of undergraduate students and the enhancement of inclusive learning environments in the geosciences.

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Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course

Cited by 37 publications

References 16 publications

Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course

Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Probing the National Geoscience Faculty Survey for reported use of practices that support inclusive learning environments in undergraduate courses

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