Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

Stanton, Julie Dangremond; Neider, Xyanthe N.; Gallegos, Isaura J.; Clark, Nicole C.

doi:10.1187/cbe.14-08-0135

Cited by 98 publications

(144 citation statements)

References 43 publications

Supporting

Mentioning

133

Contrasting

Order By: Relevance

“…A c c e p t e d D r a f t involves self-awareness, self-identity as a learner, and reflection as a key aspect of self-awareness, 25,26 and is therefore closely associated with self-regulation of learning. 27 All students are capable of self-regulating their learning; but it is the quality and quantity of the self-regulatory processes that differ between learners.…”

Section: A J P Ementioning

confidence: 99%

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Colthorpe

Ogiji

Ainscough

et al. 2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objectives. To elucidate the ability of pharmacy students to self-regulate their learning, and determine the impact of their self-regulatory behaviors on student learning outcomes. Methods. This study utilized a mixed methods approach using 'meta-learning' assessment tasks to identify the learning strategies used and relied on by second year pharmacy students (n=139), and to determine the relationships between the quality of strategies and academic achievement.Results. The results demonstrate that although students have used a wide range of strategies, they rely on a small number. When prompted to use more advanced strategies, the quality of strategies reported were significantly related to academic achievement, with significant relationships between achievement and goal setting, self-efficacy, self-satisfaction, self-evaluation and adaptive reactions. Conclusion. These findings suggest that high achieving students use higher quality forethought and self-reflective strategies than poor achieving students. Potentially, prompting students to engage in higher quality strategies may increase students' awareness of their own learning and improve student learning outcomes.

show abstract

Section: A J P Ementioning

confidence: 99%

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Colthorpe

Ogiji

Ainscough

et al. 2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…In current education research, metacognition is commonly divided into two categories: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge encompasses the explicit awareness of our own thinking -in broadest terms, being aware that we are having a thought (Coutinho, 2007;Girash, 2014;Stanton, Neider, Gallegos, & Clark, 2015). In educational contexts, metacognitive knowledge includes an awareness of our conceptual understanding (e.g., I learnt about the cell today or I do/do not know how to define synesthesia) and an awareness of our learning strategies and skills, including when we employ them (e.g., I have excellent writing skills or I learn best when I practice end of chapter questions).…”

mentioning

confidence: 99%

“…In educational contexts, metacognitive knowledge includes an awareness of our conceptual understanding (e.g., I learnt about the cell today or I do/do not know how to define synesthesia) and an awareness of our learning strategies and skills, including when we employ them (e.g., I have excellent writing skills or I learn best when I practice end of chapter questions). Metacognitive regulation involves controlling our thinking and can be divided into three parts: monitoring, evaluating, and planning (Coutinho, 2007;Girash, 2014;Stanton et al, 2015). Regarding learning, metacognitive regulation involves controlling our thinking to learn; therefore, we monitor our ongoing conceptual understanding and our learning strategies (both how we are learning the strategy and whether the strategy is effective over time).…”

mentioning

confidence: 99%

“…According to the American Psychological Association, successful learners engage in metacognitive thinking (Learner-Centered Principles Work Group, 1997). Metacognition is considered a skill that teachers can offer students to improve their own learning outcomes beyond discipline specific material (Girash, 2014;Hartle et al, 2012;Pintrich, 2002;Stanton et al, 2015). Developing students' metacognition has been suggested to improve students' academic achievement (Ambrose et al, 2010;Girash, 2014;Tanner, 2012) possibly by developing students' critical thinking (Magno, 2010).…”

mentioning

confidence: 99%

See 1 more Smart Citation

A learning philosophy assignment positively impacts student learning outcomes

Haave

Keus

Simpson

2018

CELT

View full text Add to dashboard Cite

Engaging students in metacognition can improve their learning outcomes. Students’ consideration of their learning philosophy is one way for students to be metacognitive about their learning. This study analyzed the effect of a learning philosophy assignment on students’ intellectual development and mastery of first-year biology and second-year biochemistry course content. All students were invited to complete the Learning Environment Preferences (LEP) survey at the beginning and end of the term to determine if students’ cognitive complexity was impacted by the assignment. The ability to master course content was assessed by comparing students’ midterm and final exam marks. We found that the learning philosophy assignment rescued Bachelor of Science students in the first-year biology course from a decrease in cognitive complexity. Additionally, the guided metacognition rescued second-year biochemistry students from performing poorer on the final relative to the midterm exam and promoted an increase in their cognitive complexity. These results suggest that a learning philosophy assignment may be an effective way of engaging students’ in metacognition of their learning to promote their intellectual development and mastery of course material.

show abstract

“…The coordination of multiple cognitive activities, particularly metacognitive skills, is required for successful note taking (19). Since metacognition plays a critical role in the learning process and is described as a key factor in academic performance (23), instructors should structure their learning environments to help students develop these skills (1,5,29,31,33).…”

Section: Discussionmentioning

confidence: 99%

Writing on the board as students' preferred teaching modality in a physiology course

Armour

Schneid

Brandl

2016

Advances in Physiology Education

View full text Add to dashboard Cite

The introduction of PowerPoint presentation software has generated a paradigm shift in the delivery of lectures. PowerPoint has now almost entirely replaced chalkboard or whiteboard teaching at the undergraduate and graduate levels. This study investigated whether undergraduate biology students preferred to have lectures delivered by PowerPoint or written on the board as well as the reasons behind their preference. Two upper-division physiology courses were surveyed over a period of 7 yr. A total of 1,905 students (86.7%) indicated they preferred lectures delivered by "writing on the board" compared to 291 students (13.3%) who preferred PowerPoint. Common themes drawn from explanations reported by students in favor of writing on the board included: 1) more appropriate pace, 2) facilitation of note taking, and 3) greater alertness and attention. Common themes in favor of PowerPoint included 1) increased convenience, 2) focus on listening, and 3) more accurate and readable notes. Based on the students' very strong preference for writing on the board and the themes supporting that preference, we recommend that instructors incorporate elements of the writing on the board delivery style into whatever teaching modality is used. If instructors plan to use PowerPoint, the presentation should be paced, constructed, and delivered to provide the benefits of lectures written on the board. The advantages of writing on the board can be also incorporated into instruction intended to occur outside the classroom, such as animated narrated videos as part of the flipped classroom approach.

show abstract

Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

Cited by 98 publications

References 43 publications

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

A learning philosophy assignment positively impacts student learning outcomes

Writing on the board as students' preferred teaching modality in a physiology course

Contact Info

Product

Resources

About