Beyond "study skills": a curriculum-embedded framework for metacognitive development in a college chemistry course.

ABSTRACT:

Background

There is a critical need for evidence-based metacognition instruction models with an ease of implementation. Three issues involved in advancing the implementation and assessment of metacognitive interventions are: (i) the lack of an operational framework for the development of metacognition; (ii) metacognition instruction models that lack a focus on explicitly engaging students' self-perceptions; (iii) a lack of metacognitive interventions that are easy to implement and require minimal training. This study describes the development and implementation of a 10-week discussion-based module to promote metacognitive development as part of a general chemistry course at a community college. This curricular metacognition instruction model involved the explicit engagement of self

SUBMITTER: Gamby S 

PROVIDER: S-EPMC9510263 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature