ERIC Number: EJ1100032
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1551-2169
EISSN: N/A
Metacognitive Strategies in the Introduction to Political Science Classroom
Lusk, Adam
Journal of Political Science Education, v12 n2 p141-150 2016
This article examines metacognitive-based teaching strategies and provides preliminary evidence about their effectiveness in the political science classroom. In a 2013 Fall semester Introduction to Political Science course, three metacognitive-based teaching strategies were designed and implemented for improving student learning through greater self-regulation and awareness. This article compares the student learning outcomes to a previous version of the course and also assesses student learning over the semester, including a pre- and postassessment of course-based knowledge. By assessing changes in student learning, the article investigates, identifies and isolates specific and transferable classroom interventions for improving student learning and proposes using metacognitive-based teaching strategies in a political science classroom.
Descriptors: Metacognition, Teaching Methods, Introductory Courses, Political Science, Instructional Effectiveness, Outcomes of Education, Instructional Design, Pretests Posttests, Measures (Individuals), Learning Activities, Scores, Comparative Analysis, Statistical Analysis, Qualitative Research, Essay Tests, Learning Processes, Undergraduate Students
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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: Pennsylvania
Grant or Contract Numbers: N/A