Opportunities for guiding development: insights from first-year life science majors' use of metacognition.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Microbiology & Biology Education Pub Date : 2024-09-05 DOI:10.1128/jmbe.00053-24
Julie Dangremond Stanton, Stephanie M Halmo, Rayna J Carter, Kira A Yamini, Deborah Ososanya
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Abstract

Students with strong metacognitive skills are positioned to learn and achieve more than peers who are still developing their metacognition. Yet, many students come to college without well-developed metacognitive skills. As part of a longitudinal study on metacognitive development, we asked when, why, and how first-year life science majors use metacognitive skills of planning, monitoring, and evaluating. Guided by the metacognition framework, we collected data from 52 undergraduates at three institutions using semi-structured interviews. We found that first-year students seek study recommendations from instructors, peers, and online resources when they plan their study strategies. First-year students struggle to accurately monitor their understanding and benefit when instructors help them confront what they do not yet know. First-year students evaluate the effectiveness of their study plans at two specific points: immediately after taking an exam and/or after receiving their grade on an exam. While first-year students may be particularly open to suggestions on how to learn, they may need help debunking myths about learning. First-year students acknowledge they are still learning to monitor and welcome formative assessments that help them improve the accuracy of their monitoring. First-year students may be primed to receive guidance on their metacognition at the points when they are most likely to evaluate the effectiveness of their study strategies and plans. Based on our results, we offer suggestions for instructors who want to support first-year students to further develop their metacognition.

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指导发展的机会:从一年级生命科学专业学生使用元认知中获得的启示。
元认知能力强的学生比元认知能力尚待提高的学生学习能力更强,成绩更好。然而,许多学生在进入大学时,元认知能力并没有得到很好的发展。作为元认知发展纵向研究的一部分,我们询问了生命科学专业一年级学生何时、为何以及如何使用计划、监控和评估等元认知技能。在元认知框架的指导下,我们通过半结构式访谈收集了三所院校 52 名本科生的数据。我们发现,一年级学生在规划学习策略时,会从导师、同学和网络资源中寻求学习建议。一年级学生很难准确监控自己对知识的理解,而当教师帮助他们正视自己尚未掌握的知识时,他们会受益匪浅。一年级学生在两个特定的时间点评估学习计划的有效性:考试后和/或考试成绩出来后。一年级学生可能特别乐于接受关于如何学习的建议,但他们可能需要帮助来揭穿关于学习的迷思。一年级学生承认他们仍在学习监控,并欢迎能帮助他们提高监控准确性的形成性评估。一年级学生在最有可能评估自己的学习策略和计划的有效性的时候,可能最容易接受有关元认知的指导。基于我们的研究结果,我们为希望支持一年级学生进一步发展元认知的教师提供了建议。
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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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