Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course.

ABSTRACT: Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive "interventions," such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed

SUBMITTER: Mynlieff M 

PROVIDER: S-EPMC4041507 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature