Journal Article

Student Perception of Metacognitive Activities in Entry‐Level Science Courses

Lee, Don, Sandall, Leah, Speth, Carol, Kettler, Timothy, Mamo, Martha

2014

Overview

A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n > 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their learning strategies and provided instructors the experience to develop strategies of best practices in implementing metacognitive activities. An end‐of‐semester survey was administered to students to gauge student perception of these learning strategies. In the Soil Resources course, 69% of all students thought the emphasis on metacognition was useful, and 94% of the freshmen said the emphasis on metacognition was useful. In the Plant Science course, 82% of the students said the emphasis on metacognition was useful. Impact Statement Teaching and learning environments in higher education should be created to promote metacognitive thinking to cultivate achievement and prepare students to address societal challenges.

• Publisher: American Society of Agronomy
• Subject: Academic Achievement / Behavioral Objectives / Botany / Class Activities / College Science / College Students / Concept mapping / Core curriculum / Introductory Courses / Learning / Learning Processes / Learning Strategies / Majors (Students) / Metacognition / Nebraska / Perception / Perceptions / Science Curriculum / Science education / Science Instruction / Skills / Soil Science / Soil sciences / Student Attitudes / Student Experience / Student Surveys / Students / Teaching / Teaching Methods / Thinking Skills