ERIC Number: EJ1228474
Record Type: Journal
Publication Date: 2019
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1052-4800
EISSN: N/A
Using Exam Wrappers in Chemistry, Mathematics, and Statistics Courses to Encourage Student Metacognition
Trogden, Bridget G.; Royal, Jennifer Ellis
Journal on Excellence in College Teaching, v30 n3 p71-96 2019
Foundational undergraduate courses in chemistry and mathematics are gateways to a number of lucrative majors and pre-professional programs. Historically, however, students often struggle with these disciplines and can benefit from alternate approaches to examining their learning strategies. This article describes the use of exam wrappers--reflective activities performed by students after taking exams--to improve students' knowledge and regulation of metacognition--the process of thinking about thinking. Quantitative and qualitative analyses of student learning are described, along with suggestions for other practitioners and researchers to consider in coaching metacognitive strategies.
Descriptors: Metacognition, Undergraduate Students, Science Instruction, Mathematics Instruction, Majors (Students), Learning Strategies, Teaching Methods, Difficulty Level, Calculus, Statistics, Introductory Courses, Organic Chemistry, Comparative Analysis, Student Attitudes, Self Evaluation (Individuals), Science Tests, Measures (Individuals)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A