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This article in NSE

  1. Vol. 43 No. 1, p. 25-32
    OPEN ACCESS
     
    Received: June 12, 2013
    Published: March 7, 2014


    * Corresponding author(s): mmamo3@unl.edu
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doi:10.4195/nse2013.06.0021

Student Perception of Metacognitive Activities in Entry-Level Science Courses

  1. Leah Sandall,
  2. Martha Mamo *,
  3. Carol Speth,
  4. Don Lee and
  5. Timothy Kettler
  1. Department of Agronomy and Horticulture, 202 Keim Hall, Univ. of Nebraska-Lincoln, Lincoln, NE 68583

Abstract

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.

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