How Our Majors Believe They Learn

Abstract

In this study, I set out to gain a better understanding of the learning strategies typically used by sociology majors, whether and to what extent they engage in metacognitive strategies, and whether teaching about learning results in students reporting greater use of self-regulatory behaviors. I discuss the importance of self-regulated learning and metacognition for student success and describe the ways in which I incorporated instruction in these skills into an undergraduate theory course. Data collected over the past five semesters illustrate the positive effects of these activities on student motivation and use of cognitive and metacognitive strategies. Students report greater use of higher-level cognitive learning strategies such as critical thinking and are more intrinsically motivated as a result of taking the course. This quantitative investigation of students’ use of cognitive and metacognitive skills adds to McKinney’s (2007) qualitative research on the process of learning sociology.

Exploring online critical inquiry experiences of first year undergraduate nursing students in a northeast American college

“…The three critical inquiry teaching methods that emerged most often in the literature were: modeling, creating questions, and embedding metacognitive opportunities (Biggs, 1990;Jeffries & Norton, 2005;Pelton, 2014;Piergiovanni, 2014). Providing a combination of these types of exercises enables students to analyze assumptions and explore alternative solutions, important steps for engaging in critical thinking (Brookfield, 1987).…”

“…Pelton (2014) determined that implementing purposeful metacognitive opportunities into teaching was needed to help novice learners' move to higher levels of learning like critical inquiry. Pelton (2014) looked at students' learning strategies in a sociology course that clearly outlined critical thinking as an objective and included instruction on metacognition and self-regulation (the act of monitoring, planning, and evaluating one's learning).…”

“…Pelton (2014) determined that implementing purposeful metacognitive opportunities into teaching was needed to help novice learners' move to higher levels of learning like critical inquiry. Pelton (2014) looked at students' learning strategies in a sociology course that clearly outlined critical thinking as an objective and included instruction on metacognition and self-regulation (the act of monitoring, planning, and evaluating one's learning). After collecting and analyzing pre and post results from students' self-assessment of their learning strategies during the semester, Pelton (2014) found that students reporting higher levels of selfregulation more frequently used elaboration (paraphrasing and summarizing content) and organization (clustering ideas, creating outlines) strategies to improve their study habits and understanding of the content.…”

“…Pelton (2014) looked at students' learning strategies in a sociology course that clearly outlined critical thinking as an objective and included instruction on metacognition and self-regulation (the act of monitoring, planning, and evaluating one's learning). After collecting and analyzing pre and post results from students' self-assessment of their learning strategies during the semester, Pelton (2014) found that students reporting higher levels of selfregulation more frequently used elaboration (paraphrasing and summarizing content) and organization (clustering ideas, creating outlines) strategies to improve their study habits and understanding of the content. Maclellan and Soden (2012) studied the teaching practice of a tutor whose students demonstrated excellent critical thinking skills on summative assessments.…”

“…Students' responsibilities include being active participants in this process as opposed to passively listening to lectures (Wangensteen et al, 2010). Metacognitive exercises, where students reflect about their own thinking, can also improve critical inquiry skills and can easily be completed through individual initiative (Maclellan & Soden, 2012;Pelton, 2014). Students can map out their own thinking process to better understand how theory and processes connect to patient care (Partosa, 2012).…”