Differences in metacognitive regulation in introductory biology students: when prompts are not enough.

ABSTRACT: Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge-our awareness of our thinking-and metacognitive regulation-how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan

SUBMITTER: Stanton JD 

PROVIDER: S-EPMC4477731 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature