Education Commons^™

Student Use Of Anchors And Metacognitive Strategies In Reflection, Anu Singh, Heidi A. Diefes-Dux

Department of Biological Systems Engineering: Papers and Publications

Context: Self-regulation, a skillset involving taking charge of one’s own learning processes, is crucial for workplace success. Learners develop self-regulation skills through reflection where they recognize weaknesses and strengths by employing metacognitive strategies: planning, monitoring, and evaluating. Use of anchors assists learners’ engagement in reflection. Purpose or Goal: The purpose of this work was to gain insight into students’ use of anchors when reflecting on their learning. The two research questions: (1) To what extent do students link their self-evaluation and learning objective (LO) self-ratings to their reflections? and (2) What dimensions and level of metacognitive strategies do students use …

Developing Metacognition: Leveraging A Spiral Curriculum To Enhance Strategy-Learning Programming, Matthew Brooks

The Nebraska Educator: A Student-Led Journal

There is significant converging literature that emphasizes the value of learning metacognitive strategies. Current approaches to teaching metacognition focus disproportionately on domain-specific strategies. These strategies emphasize domain-specific subject material rather than the metacognition itself. The following intervention proposal aims to develop a multi-level (5th-12th grade) metacognition program designed using a spiral curriculum. This novel approach flips the paradigm and chooses to center metacognition. Additionally, this program leverages encoding, retrieval, transfer-appropriate processing and, delivered specifically through the spiral curriculum, delivers content in a manner that encourages distributed practice, a concept that has been well-documented to be beneficial for learners. The proposed …

Assessing The Role Of Biology Undergraduates' Metacognitive Calibration And Neural Activity During Model-Based Reasoning, Mei Grace Behrendt

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Metacognition refers to the critical awareness of or ability to monitor, regulate, control, and sequence of one's thoughts and performance. There is limited research that examines the relationship between metacognition and (a) academic performance and (b) general cognition among undergraduates. Moreover, there is an even greater paucity of literature that focuses more specifically on undergraduate biology students’ neural activity in relation to their metacognition.

This study aimed to examine the relationship between undergraduate life sciences students' metacognitive calibration, i.e., their capacity to self-evaluate their own performance, and their behavioral performance and brain activity during a biological error reasoning task. Thirty-four …

Metacognitive Function In Moderate To Severe Traumatic Brain Injury, Grace Amadon

Honors Theses

Traumatic brain injury (TBI) is an injury to the brain caused by a bump, blow, jolt to the head. Individuals with TBI demonstrate decreased awareness of their own potential deficits and functional abilities. These deficits have critical implications for recovery as self-awareness is important for those recovering from TBI in the implementation and engagement of rehabilitative processes after TBI. The following study analyzed 18 individuals with TBI approximately 11 years post injury to document metacognitive functioning after injury. Participants completed a metacognitive working-memory paradigm where they made judgements of their future and past performance on identifying a target shape and …

Contracts For Honors Credit: Balancing Access, Equity, And Opportunities For Authentic Learning, Patrick Bahls

Honors in Practice Online Archive

Research indicates that a majority of honors students across the country are able to earn honors credit through the fulfillment of honors contracts. These learning contracts grant honors credit to students who perform additional work in non-honors-designated sections of other courses. Despite their popularity, little has been written on the design and delivery of honors contracts. An inaugural annual honors contract system is presented, involving student reflections on contract fulfillment and programmatic assessment of learning outcomes. Students (n = 38) demonstrate an understanding of interdisciplinarity, alternative ways of knowing and being, and intellectual humility while faculty (n = 28) indicate …

The Influence Of Context On Metacognition And Its Measurement, Markeya S. Peteranetz

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Metacognition enhances students’ efforts to effectively self-regulate their learning. It is a multifaceted construct that includes metacognitive knowledge, metacognitive regulation, and metacognitive experiences. Metacognition theory clearly indicates that metacognitive regulation should be impacted by the context in which the learning takes place, but little empirical research has attempted to show this effect of context on metacognitive regulation. The purpose dissertation of this was to investigate how context influences undergraduate students’ use of metacognitive regulation. To this end, an instrument (the Metacognition Inventory for Post-Secondary Students; MIPSS) that assesses metacognitive knowledge globally and metacognitive regulation as a context-dependent construct was created …

Bonding Ideas About Inquiry: Exploring Knowledge And Practices Of Metacognition In Beginning Secondary Science Teachers, Ana Margarita Rivero Arias

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Metacognition, identified generally as “thinking about thinking,” plays a fundamental role in science education. It enhances the understanding of science as a way to generate new knowledge using scientific concepts and practices. Moreover, metacognition supports the development of students’ life-long problem solving, collaboration, and critical thinking skills. When teachers use metacognition with intention, it can promote students’ agency and responsibility for their own learning. However, despite all of its benefits, metacognition is rarely seen in secondary science classrooms. Thus, it is important to understand what beginning teachers know and how they use metacognition during their first years in order to …

Fostering Metacognition In K-12 Classrooms: Recommendations For Practice, Markeya S. Peteranetz

The Nebraska Educator: A Student-Led Journal

This article makes the case for why it is important for educators to intentionally foster students’ metacognition. Metacognition is often defined as thinking about thinking, but it is more complete to describe it as including knowledge, awareness, and control of one’s own cognition and human cognition in general. Two primary components of metacognition, knowledge of cognition and regulation of cognition, are presented and described with regard to learning contexts. Metacognition grows as part of cognitive development and can also be further enhanced through instruction at all levels of schooling. Research that indicates metacognition can be increased through instruction and is …

Fostering Metacognition In The Middle School Classroom: An Exploration Of Teachers' Practices, Markeya S. Peteranetz

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This thesis investigated how middle school teachers foster metacognition through instruction. Metacognition is the knowledge and awareness of one’s thinking as well as monitoring and control of thought processes. Metacognition is related to student achievement and can be increased through both implicit and explicit instruction. Explicit instruction takes place when the teacher points out, explains, or discusses the benefits of metacognition. Implicit instruction occurs when the teacher models or prompts the use of metacognition without expressly acknowledging or discussing it. This thesis used both quantitative and qualitative methods to determine the extent that metacognition is fostered in middle school classrooms …

Geol 440/840: Tectonics—A Peer Review Of Teaching Project Inquiry Portfolio, Caroline M. Burberry

UNL Faculty Course Portfolios

This document is a follow-up document to the Benchmark Portfolio for this course, created in 2012. It details the changes made to the course following the observations from the Benchmark Portfolio and demonstrates that discussion of the metacognitive issues surrounding critical thinking does have some effect on increasing student learning. The document concludes with changes which will be made to the 2014 iteration of the class, to continue this inquiry and improvement process.

Metacognitive Theories, Gregory Schraw, David Moshman

Department of Educational Psychology: Faculty Publications

This paper proposes a framework for understanding people’s theories about their own cognition. Metacognitive theories are defined broadly as systematic frameworks used to explain and direct cognition, metacognitive knowledge, and regulatory skills. We distinguish tacit, informal, and formal metacognitive theories and discuss critical differences among them using criteria borrowed from the developmental literature. We also consider the origin and development of these theories, as well as implications for educational research and practice.