Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology

Darland, Diane C.; Carmichael, Jeffrey S.

doi:10.1128/jmbe.v13i2.331

Cited by 7 publications

(5 citation statements)

References 25 publications

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“…This may be due to overreliance on teaching and assessment approaches that emphasize mastery of large volumes of content and offer few opportunities to think critically while acquiring and using knowledge [8,9]. Courses that take an alternative approach, using active, collaborative, or inquiry-based approaches to learning could contribute to both long-term retention of knowledge and CT skills [10][11][12].…”

mentioning

confidence: 99%

Using Case Studies to Improve the Critical Thinking Skills of Undergraduate Conservation Biology Students

Porzecanski

Bravo

Groom

et al. 2021

Case Studies in the Environment

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Critical thinking (CT) underpins the analytical and systems-thinking capacities needed for effective conservation in the 21st century but is seldom adequately fostered in most postsecondary courses and programs. Many instructors fear that devoting time to process skills will detract from content gains and struggle to define CT skills in ways relevant for classroom practice. We tested an approach to develop and assess CT in undergraduate conservation biology courses using case studies to address both challenges. We developed case studies with exercises to support content learning goals and assessment rubrics to evaluate student learning of both content and CT skills. We also developed a midterm intervention to enhance student metacognitive abilities at a light and intensive level and asked whether the level of the intervention impacted student learning. Data from over 200 students from five institutions showed an increase in students’ CT performance over a single term, under both light and intensive interventions, as well as variation depending on the students’ initial performance and on rubric dimension. Our results demonstrate adaptable and scalable means for instructors to improve CT process skills among undergraduate students through the use of case studies and associated exercises, aligned rubrics, and supported reflection on their CT performance.

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mentioning

confidence: 99%

Using Case Studies to Improve the Critical Thinking Skills of Undergraduate Conservation Biology Students

Porzecanski

Bravo

Groom

et al. 2021

Case Studies in the Environment

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“…Beberapa kajian sebelumnya juga telah mengungkapkan hasil yang berbeda terkait hubungan anatara kemampuan berpikir kritis terhadap retensi siswa, melalui sekolah dan strategi yang berbeda pula. Darland & Carmichael (2012); Khofifatu & Corebima (2017) menjelaskan bahwa ada hubungan berpikir kritis dengan retensi siswa. Bandura (1997) menyebutkan bahwa salah satu komponen dasar pembelajaran adalah penyimpanan.…”

Section: Hasil Uji Pada Sekolah Smp Negeri 13 Kota Ternate (Strategi ...unclassified

Hubungan Keterampilan Metakognisi, Kemampuan Berpikir Kritis Dan Sikap Sosial Siswa SMP Di Kota Ternate Terhadap Retensi Pada Mata Pelajaran Ipa

Ermin

2022

JIPB

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Kajian hubungan ganda antara keterampilan metakognisi, berpikir kritis, sikap sosial terhadap retensi dimungkinkan akan memberikan informasi yang lebih baik mengenai bagaimana ketiga variabel tersebut dalam menjelaskan retensi. Penelitian ini ditujukan untuk mengungkap adanya hubungan antara keterampilan metakognisi, berpikir kritis, dan sikap sosial dengan retensi pada mata pelajaran IPA untuk siswa SMP di Kota Ternate. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri Kota Ternate tahun pelajaran 2017/2018 sebanyak 115 siswa. Sampel dalam penelitian ini dipilih secara acak ( Random Sampling) dan tersebar dalam tiga kelas. Pada setiap kelas sebelumnya sudah diuji kesetaraan dengan soal placement test berbentuk pilihan ganda yang valid dan reliabel, sehingga ditemukan jumlah sampel 53 Siswa. Analisis uji kesetaraan menggunkan SPSS23 for windows. Keterampilan metakognisi, kemampuan berpikir kritis, dan retensi diukur dengan menggunakan tes essay yang sama dan dilakukan diawal dan diakhir pembelajaran. Sikap sosial diukur dengan menggunakan angket. Rubrik yang digunakan untuk menilai keterampilan metakognisi terdiri dari skala (0-7), rubrik kemampuan berpikir kritis yang dengan skala (0-5), sikap sosial dengan skala (1-4) dan rubrik retensi dengan skala (0-4). Berdasarkan temuan hasil dan pembahasan dapat disimpulkan bahwa tidak ada hubungan keterampilan metakognisi, kemampuan berpikir kritis dan sikap sosial terhadap retensi siswa di SMP Kota Ternate. Tidak ada hubungan antara ketiga prediktor terhadap retensi menunjukan bahwa terdapat pengaruh dari faktor lain diluar dari variabel yang diteliti, yakni faktor akademik dan non akademik.

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“…Unfortunately most of the written materials are often too complicated to be processed (Eames et al, 2003) especially by middle school students and outcomes were not associated with increase in knowledge in the short and long term (Denny et al, 2017). Active learning or students-centered educational interventions have been utilized to stimulate critical thinking (Haak et al, 2011), increase knowledge and promote the retention of learned information (Diane et al, 2012), and maybe very effective to increase knowledge on stroke issues, healthy life style choices and to promote health behaviors among middle school students. The active learning of specific healthy habits and stroke issues and the increase in the knowledge of learned information is necessary because these components are linked in a web of mutual support that needs to be maintained and constantly used to enhance healthy habits.…”

Section: Introductionmentioning

confidence: 99%

A student-centered intervention program to educate and retain knowledge in stroke education and healthy habits

Wormack

Brechtel

Ubah

et al. 2019

Preventive Medicine Reports

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The goal of the stroke intervention programs was to increase knowledge in stroke awareness and healthy habits. Most of the existing school-based didactic stroke education intervention programs have not been very effective in improving learned information. We developed a student-centered or active learning educational pedagogy to improve the retention of learned knowledge on stroke issues and healthy habits. Middle school students, ages of 11 to 14 years attending a public school in the stroke belt were recruited to participate in an intervention program to raise stroke awareness and promote healthy habit. The impact of the intervention program on students' knowledge post-test and three weeks following the intervention was evaluated. Middle school students at all grade levels were aware of the cardinal symptoms of stroke, demonstrated basic knowledge of the salty foods in the post-test, and knowledge of learned information increased significantly after three weeks post intervention. The three weeks follow-up test revealed a significant increase in stroke knowledge among the 6th, 7th, and 8th grades [F (2,109) = 134.65, P = 0.001]. Post-hoc pair-wise comparisons analysis revealed a significant difference (P < 0.05) between the 6th, 7th, and 8th grades. In an active learning or a student-centered stroke and healthy life style educational program, middle school students perceived the intervention program as fun, instead of primarily educational and this allowed the learned information to be retained even three weeks after the intervention.

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Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology

Cited by 7 publications

References 25 publications

Using Case Studies to Improve the Critical Thinking Skills of Undergraduate Conservation Biology Students

Using Case Studies to Improve the Critical Thinking Skills of Undergraduate Conservation Biology Students

Hubungan Keterampilan Metakognisi, Kemampuan Berpikir Kritis Dan Sikap Sosial Siswa SMP Di Kota Ternate Terhadap Retensi Pada Mata Pelajaran Ipa

A student-centered intervention program to educate and retain knowledge in stroke education and healthy habits

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