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Armstrong, Norris A.; Wallace, Carolyn S.; Chang, Shu-Mei – Research in Science Education, 2008
This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a college level introductory biology class and the types of metacognition employed by students while writing. Comparison of a treatment and control group indicates that the writing assignments used had minimal impact on overall…
Descriptors: College Science, Biology, Science Education, Learning
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Davidowitz, Bette; Rollnick, Marissa – Research in Science Education, 2003
Explores the Competency Tripod model and flow diagrams as two sources for enabling students' metacognition in a second year undergraduate chemistry laboratory. Results indicate that all four students engaged in metacognitive practices, all believed that flow diagrams are extremely useful, and all understood the Competency Tripod model, but only…
Descriptors: Case Studies, Chemistry, Higher Education, Learning