为大学有机化学入门课程开发元认知共同课程

Steve MacNeil, Eileen Wood, F. Arslantas
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摘要

元认知是一种基本技能,能让高级学习者适应不同的学习环境。然而,元认知可能是特定领域的,学生可能无法将元认知技能泛化到不同领域。因此,接受高等教育的学生可能需要接受特定的培训,以掌握不同领域的相关元认知技能,或者需要提示他们在新领域运用元认知技能和知识。本报告介绍了为化学专业学生开发的联合课程元认知项目,并提出了如何将该项目应用于其他化学课程或高等教育的其他领域。该项目引入了多项支持,包括通过学习任务清单(LTI,即详细的学习任务清单)对能力进行自我评估、对课堂内容问题的自信心进行自我评估,以及对考试成绩进行预测和事后预测。总的来说,接受这些支持后,学生的总体成绩和信心都有所提高。不过,个体差异也很明显,有些学生的学习收获比其他学生更大。最初的邓宁-克鲁格效应与事前和事后预测有关,即成绩差的学生高估成绩,成绩好的学生低估成绩,但随着接触的增加,这种效应逐渐减弱。本文总结了这一元认知共同课程的演变过程、指导该课程的教育文献以及对学生的不同影响。
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Development of a metacognition co-curriculum for a university course in introductory organic chemistry
Metacognition is a fundamental skill that allows advanced learners to adapt to diverse learning environments. Metacognition, however, can be domain specific and students may fail to generalize metacognitive skills across domains. Thus, students in higher education may require specific training to acquire relevant metacognitive skills in differing domains or may need cueing to engage their metacognitive skills and knowledge in new domains. The present report describes the development of a co-curricular metacognitive program for chemistry students and suggests how this program could be adopted by other chemistry courses or adapted for other domains in higher education. Several supports were introduced in this program including self-assessment of competence with learning task inventories (LTIs; i.e., detailed lists of learning tasks), self-assessments of confidence regarding in-class content questions, and performance predictions and postdictions on tests. In general, exposure to these supports resulted in overall performance and confidence gains. However, individual differences were evident with some students demonstrating greater learning gains than others. Initial Dunning-Kruger effects associated with pre-and postdictions, with low-performing students overestimating grades and high-performing students underestimating grades, decreased over exposure. A summary of the evolution of this metacognitive co-curricular program, the educational literature that steered it, and the differential impact on students is explained.
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