NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1026433
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2168-8281
Student Perception of Metacognitive Activities in Entry-Level Science Courses
Sandall, Leah; Mamo, Martha; Speth, Carol; Lee, Don; Kettler, Timothy
Natural Sciences Education, v43 n1 p25-32 2014
A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n greater than 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.
American Society of Agronomy. 5585 Guilford Road, Madison, WI 53711. Tel: 608-273-8080; Fax: 608-273-2021; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska
Grant or Contract Numbers: N/A