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

Gamby, Sonja; Bauer, Christopher F.

doi:10.1186/s40594-022-00376-6

Cited by 5 publications

(8 citation statements)

References 37 publications

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“…Instructional strategies directed at enriching and shifting students' epistemological frames toward more constructivist perspectives of knowledge and learning can also benefit their selfregulation abilities. 74 Box 8. Self-perception: Implications for Chemistry Education Positive self-perception is fostered under conditions that support competence, autonomy, and relatedness.…”

Section: Emotionmentioning

confidence: 99%

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Thinking and Learning in Nested Systems: The Individual Level

Talanquer,

Kelly

2024

J. Chem. Educ.

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Analysis of results from research in cognitive science and discipline-based education in recent years suggests that student thinking and learning can be better understood and investigated by adopting a systemic perspective that recognizes the complex and dynamic interactions taking place within and across multiple interconnected and interdependent levels that shape student reasoning in academic settings, including individual and classroom levels. In this first article, we review and discuss the results from research that have helped us better understand the complex system dynamics that characterize thinking and learning at the individual student level. The second article in the set [Talanquer et al. J. Chem. Educ. 10.1021/ acs.jchemed.3c00839] addresses issues at the classroom level. In both papers, we use our analysis to foreground major research insights gained in recent years and to summarize their implications for chemistry education.

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Section: Emotionmentioning

confidence: 99%

“…Students can also internalize self-regulation strategies when modeled by teachers or peers. Instructional strategies directed at enriching and shifting students’ epistemological frames toward more constructivist perspectives of knowledge and learning can also benefit their self-regulation abilities …”

Section: Complex System Perspectivesmentioning

confidence: 99%

Thinking and Learning in Nested Systems: The Individual Level

Talanquer,

Kelly

2024

J. Chem. Educ.

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“…With students not only adopting new technologies, but engaging in entire processes of individual implementation, faculty could be said to own an additional responsibility: to act as facilitators of their students' implementation processes and as catalysts for their metacognitive growth as learners. Though there are pedagogical resources and frameworks that can help instructors to foster such metacognitive growth (Gamby & Bauer, 2022;Van Laer & Elen, 2020), few have been intentionally extended to inform the broader implementation and use of other research-based educational innovations. ANT can help us understand how the actions of an instructor are not only connected to the statistical measures of engagement and performance of their students, but to the actions of their students as agents in the implementation process.…”

Section: A New Role For Instructorsmentioning

confidence: 99%

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

et al. 2023

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Background Much of researchers’ efforts to foster wider implementation of educational innovations in STEM has focused on understanding and facilitating the implementation efforts of faculty. However, student engagement in blended learning and other innovations relies heavily on students’ self-directed learning behaviors, implying that students are likely key actors in the implementation process. This paper explores the ways in which engineering students at multiple institutions experience the self-directed selection and implementation of blended learning resources in the context of their own studies. To accomplish this, it adopts a research perspective informed by Actor-Network Theory, allowing students themselves to be perceived as individual actors and implementors rather than a population that is implemented upon. Results A thematic analysis was conducted in two parts. First, analysis identified sets of themes unique to the student experience at four participant institutions. Then, a second round of analysis identified and explored a subset of key actors represented in students’ reported experiences across all institutions. The findings show clear similarities and differences in students’ experiences of blended learning across the four institutions, with many themes echoing or building upon the results of prior research. Distinct institutional traits, the actions of the instructors, the components of the blended learning environment, and the unique needs and preferences of the students themselves all helped to shape students’ self-directed learning experiences. Students’ engagement decisions and subsequent implementations of blended learning resulted in personally appropriate, perhaps even idiosyncratic, forms of engagement with their innovative learning opportunities. Conclusion The institutional implementation of blended learning, and perhaps other educational innovations, relies in part on the self-directed decision-making of individual students. This suggests that instructors too hold an additional responsibility: to act as facilitators of their students’ implementation processes and as catalysts for growth and change in students’ learning behaviors. Developing a greater understanding of students’ implementation behaviors could inform the future implementation efforts of faculty and better empower students to succeed in the innovative classroom.

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“…Hawker et al (2016) and Testa et al (2023) asked students to estimate their performance after examinations and then computed the discrepancies between the actual and predicted scores. Gamby and Bauer (2022) evaluated metacognitive awareness and skills by examining students' comments on their cognitive knowledge and beliefs.…”

Section: Assessing Online Metacognitive Skillsmentioning

confidence: 99%

Developing and Validating an Instrument to Assess Ninth-Grade Students’ Online Metacognitive Skills in Solving Chemistry Problems

Zeng

Chi

Wang

et al. 2023

JBSE

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Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students’ online metacognitive skills in science education. This study aimed to evaluate ninth-grade students’ online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students’ online metacognitive skills. Nearly 70% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4% of the students could make attributions about their cognitive performance. Keywords: assessment instrument, problem-solving skills, Rasch measurement model, chemistry education

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

Cited by 5 publications

References 37 publications

Thinking and Learning in Nested Systems: The Individual Level

Thinking and Learning in Nested Systems: The Individual Level

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

Developing and Validating an Instrument to Assess Ninth-Grade Students’ Online Metacognitive Skills in Solving Chemistry Problems

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