Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats.

ABSTRACT: Reflective assignments are a powerful tool in undergraduate STEM courses to promote student metacognition and give instructors and researchers a view of that process. We were interested in understanding student challenges in our developmental biology course, so we used reflective assignments to uncover these challenges and also add to our understanding of student metacognition in upper-level courses. We used structural and initial coding and themed student responses. Then, we were able to compare results across two different course formats. We also compared these analyses with student performance on weekly formative assessments and completed item analysis. Our analyses suggest that students struggle the most with application. Notably, student responses did not differ in an asynchronous onl

SUBMITTER: Aquino Nunez W 

PROVIDER: S-EPMC12369316 | biostudies-literature | 2025 Aug

REPOSITORIES: biostudies-literature